Arithmetic teaching device

A arithmetic teaching device for teaching a child mathematics. The arithmetic teaching device includes a housing that has a bottom and a peripheral sidewall upwardly extending from the bottom. A counting box has an open upper face and a plurality of compartments therein. The counting box is removably disposed in the housing. A plurality of counting objects are disposed in the housing. The counting objects are positionable in the compartments of the counting box.

BACKGROUND OF THE INVENTION 
1. Field of the Invention 
The present invention relates to teaching devices and more particularly 
pertains to a new arithmetic teaching device for teaching a child 
mathematics. 
2. Description of the Prior Art 
The use of teaching devices is known in the prior art. More specifically, 
teaching devices heretofore devised and utilized are known to consist 
basically of familiar, expected and obvious structural configurations, 
notwithstanding the myriad of designs encompassed by the crowded prior art 
which have been developed for the fulfillment of countless objectives and 
requirements. 
Known prior art includes U.S. Pat. No. 5,688,126; U.S. Pat. No. 3,597,854; 
U.S. Pat. No. 4,993,952; U.S. Pat. No. Des. 214,054; U.S. Pat. No. 
2,584,601; and U.S. Pat. No. 2,702,423. 
While these devices fulfill their respective, particular objectives and 
requirements, the aforementioned patents do not disclose a new arithmetic 
teaching device. The inventive device includes a housing that has a bottom 
and a peripheral sidewall upwardly extending from the bottom. A counting 
box has an open upper face and a plurality of compartments therein. The 
counting box is removably disposed in the housing. A plurality of counting 
objects are disposed in the housing. The counting objects are positionable 
in the compartments of the counting box. 
In these respects, the arithmetic teaching device according to the present 
invention substantially departs from the conventional concepts and designs 
of the prior art, and in so doing provides an apparatus primarily 
developed for the purpose of teaching a child mathematics. 
SUMMARY OF THE INVENTION 
In view of the foregoing disadvantages inherent in the known types of 
teaching devices now present in the prior art, the present invention 
provides a new arithmetic teaching device construction wherein the same 
can be utilized for teaching a child mathematics. 
The general purpose of the present invention, which will be described 
subsequently in greater detail, is to provide a new arithmetic teaching 
device apparatus and method which has many of the advantages of the 
teaching devices mentioned heretofore and many novel features that result 
in a new arithmetic teaching device which is not anticipated, rendered 
obvious, suggested, or even implied by any of the prior art teaching 
devices, either alone or in any combination thereof. 
To attain this, the present invention generally comprises a housing that 
has a bottom and a peripheral sidewall upwardly extending from the bottom. 
A counting box has an open upper face and a plurality of compartments 
therein. The counting box is removably disposed in the housing. A 
plurality of counting objects are disposed in the housing. The counting 
objects are positionable in the compartments of the counting box. 
There has thus been outlined, rather broadly, the more important features 
of the invention in order that the detailed description thereof that 
follows may be better understood, and in order that the present 
contribution to the art may be better appreciated. There are additional 
features of the invention that will be described here in after and which 
will form the subject matter of the claims appended hereto. 
In this respect, before explaining at least one embodiment of the invention 
in detail, it is to be understood that the invention is not limited in its 
application to the details of construction and to the arrangements of the 
components set forth in the following description or illustrated in the 
drawings. The invention is capable of other embodiments and of being 
practiced and carried out in various ways. Also, it is to be understood 
that the phraseology and terminology employed herein are for the purpose 
of description and should not be regarded as limiting. 
As such, those skilled in the art will appreciate that the conception, upon 
which this disclosure is based, may readily be utilized as a basis for the 
designing of other structures, methods and systems for carrying out the 
several purposes of the present invention. It is important, therefore, 
that the claims be regarded as including such equivalent constructions 
insofar as they do not depart from the spirit and scope of the present 
invention. 
Further, the purpose of the foregoing abstract is to enable the U.S. Patent 
and Trademark Office and the public generally, and especially the 
scientists, engineers and practitioners in the art who are not familiar 
with patent or legal terms or phraseology, to determine quickly from a 
cursory inspection the nature and essence of the technical disclosure of 
the application. The abstract is neither intended to define the invention 
of the application, which is measured by the claims, nor is it intended to 
be limiting as to the scope of the invention in any way. 
It is therefore an object of the present invention to provide a new 
arithmetic teaching device apparatus and method which has many of the 
advantages of the teaching devices mentioned heretofore and many novel 
features that result in a new arithmetic teaching device which is not 
anticipated, rendered obvious, suggested, or even implied by any of the 
prior art teaching devices, either alone or in any combination thereof. 
It is another object of the present invention to provide a new arithmetic 
teaching device which may be easily and efficiently manufactured and 
marketed. 
It is a further object of the present invention to provide a new arithmetic 
teaching device which is of a durable and reliable construction. 
An even further object of the present invention is to provide a new 
arithmetic teaching device which is susceptible of a low cost of 
manufacture with regard to both materials and labor, and which accordingly 
is then susceptible of low prices of sale to the consuming public, thereby 
making such arithmetic teaching device economically available to the 
buying public. 
Still yet another object of the present invention is to provide a new 
arithmetic teaching device which provides in the apparatuses and methods 
of the prior art some of the advantages thereof, while simultaneously 
overcoming some of the disadvantages normally associated therewith. 
Still another object of the present invention is to provide a new 
arithmetic teaching device for teaching a child mathematics. 
Yet another object of the present invention is to provide a new arithmetic 
teaching device which includes a housing that has a bottom and a 
peripheral sidewall upwardly extending from the bottom. A counting box has 
an open upper face and a plurality of compartments therein. The counting 
box is removably disposed in the housing. A plurality of counting objects 
are disposed in the housing. The counting objects are positionable in the 
compartments of the counting box. 
Still yet another object of the present invention is to provide a new 
arithmetic teaching device that allows a child to visually count objects 
and combine or split them up to learn addition, subtraction, division, and 
multiplication. 
These together with other objects of the invention, along with the various 
features of novelty which characterize the invention, are pointed out with 
particularity in the claims annexed to and forming a part of this 
disclosure. For a better understanding of the invention, its operating 
advantages and the specific objects attained by its uses, reference should 
be made to the accompanying drawings and descriptive matter in which there 
are illustrated preferred embodiments of the invention.

DESCRIPTION OF THE PREFERRED EMBODIMENT 
With reference now to the drawings, and in particular to FIGS. 1 through 4 
thereof, a new arithmetic teaching device embodying the principles and 
concepts of the present invention and generally designated by the 
reference numeral 10 will be described. 
As best illustrated in FIGS. 1 through 4, the arithmetic teaching device 10 
generally comprises a housing 12 that has a bottom (not shown) and a 
peripheral sidewall 13 upwardly extending from the bottom. A counting box 
14 has an open upper face 15 and a plurality of compartments B,C,D,E 
therein. The counting box is removably disposed in the housing. A 
plurality of counting objects 16 are disposed in the housing. The counting 
objects are positionable in the compartments of the counting box. 
Preferably, the bottom of the housing is generally rectangular. The 
counting box has a generally rectangular base panel 17, a perimeter 
sidewall 18 extending therearound, and a plurality of cross members 19 
intersecting each other generally perpendicularly to form the 
compartments. 
A height of the peripheral sidewall of the housing is defined between upper 
and lower edges 20,21 thereof. A height of the perimeter sidewall of the 
counting box is defined between upper and lower edges thereof. Preferably, 
the height of the perimeter sidewall is less than about twice the height 
of the peripheral sidewall of the housing to help keep the counting 
objects from falling out of the compartments, especially when large 
numbers of counting objects are placed in a single compartment. Ideally, 
the height of the perimeter sidewall is between about one and one-half and 
two times the height of the peripheral sidewall of the housing. 
The plurality of counting objects are disposed in the housing and are 
positionable in the compartments of the counting box. Ideally, the 
counting objects are generally spherical for easier grasping, especially 
from the smaller compartments. 
Preferably, the housing has a retaining wall 22 extending between front and 
back sides of the housing and positioned adjacent the counting box. The 
retaining wall holds the counting objects in place when the counting box 
is removed. A height of the retaining wall is defined between upper and 
lower edges thereof. Ideally, the height of the retaining wall is about 
the same as the height of the perimeter sidewall of the counting box so 
that the counting objects are held in their compartment when the lid 
(discussed below) is closed and the counting box is removed. 
Also preferably, the perimeter sidewall of the counting box has a plurality 
of holes 23 extending into its upper edge. There could also be holes into 
upper surfaces of the cross members of the counting box. Ideally, each of 
the holes of the counting box is positioned substantially centrally along 
side a unique compartment of the counting box. 
One or more male and female figurines 24,25 each has a silhouette panel 26 
and a mounting stick 27 extending downwardly from the silhouetted panel. 
The mounting sticks are insertable in the holes of the counting box. Each 
silhouette panel of a male figurine resembles a male silhouette. Each 
silhouette panel of a female figurine resembles a female silhouette. 
Ideally, there is one male or female figurine for each compartment of the 
counting box. For example, if the counting box has four compartments, as 
shown in FIG. 1, there would be four figurines: two male and two female. 
If the counting box has six compartments (not shown), there would be six 
figurines: three male and three female. 
Preferably, as shown in FIG. 4, a plurality of mathematics symbols 28 are 
also provided, each having a mounting rod 29 extending downwardly 
therefrom. The mounting rods are insertable in the holes of the counting 
box and/or cross members. The mathematics symbols include a plus symbol 30 
and a minus symbol 31 and may further include a division symbol 32, a 
multiplication symbol 33, and an equals symbol 34. 
Optionally, a lid portion 35 may close the housing. Preferably, the lid 
portion would be pivotally coupled to the housing. Ideally, the lid 
portion would also be dimensioned for closing the open upper face of the 
counting box when the counting box is disposed in the housing. The lid 
portion could include a latch 36 adapted for engaging a loop 37 of the 
housing. 
This invention is one of the most powerful tool ever invented to help a 
child learn how to count objects on one on one basis. It is also designed 
to inculcate in a child a good sense of addition, subtraction, division 
and multiplication in a very short period of time. 
In a test run, when users were given only the counting objects to count 
(without the housing or counting box), instead of counting these objects 
one for one, they tended to count one object twice or at times they count 
two objects as one. In some cases they could not count at all. 
Among other things, this game will teach the child how to count properly. 
It will also inculcate a proper sense of addition, subtraction, 
multiplication and elementary division of numbers. 
In an exemplary configuration of the invention, the housing has one 
compartment A, and the counting box has 4 compartments: B, C, D, and E. 
100 plastic beads (counting objects) are included, as are a plus symbol 
(+), minus symbol (-), division symbol (.div.), multiplication symbol 
(.times.), an optional equal symbol (=), and five assorted male and female 
figurines. Pencil and paper could be substituted for signs by actually 
writing the sign in use together with the mathematical functions being 
performed, eg. 2+2=4. Then have a child use this game to solve the 
problem. See directions below. 
DIRECTIONS 
TO COUNT: 
Have the child count the beads by picking them one at a time from the beads 
storage compartment and dropping them into any other compartment. Have 
them tell you the total after each count. Select random numbers anywhere 
form one to one hundred and have the child count up to those numbers, 
paying attention to make sure they stop when they reach the chosen number. 
Try as many numbers as possible. 
TO ADD: 
Assume you want the child to add 2+2 and come up with the answer. Have the 
child pick and count two beads as mentioned earlier, placing the beads in 
one of the compartments as he or she counts. Then have the child count the 
second set of two beads while placing them in another compartment. Finally 
have the child combine the two sets of beads into one compartment and 
count them altogether. Ask the child to give you the sum of the total 
count. In this case, it will be four. Then make sure the child realizes 
that 2+2=4. Try different sets of numbers and request the answers from the 
child. Congratulate the child for every correct answer. 
The mounting rod of the plus symbol may be placed in one of the holes of 
the counting box to give the child a visual reminder of the function being 
performed. This will increase the child's speed when performing arithmetic 
in that the child will see begin to associate a particular train of 
thought with the particular symbol. For example, the plus symbol could be 
placed in a hole in the cross member between two compartments to indicate 
that the counting objects in one adjacent compartment are to be added with 
the counting objects in the other adjacent compartment. 
TO SUBTRACT: 
If, for example, you want the child to subtract 4 from 10, or stated 
10-4=?, have the child count up to ten beads as previously stated and drop 
them in one compartment as they are being counted. Then have the child 
remove four beads from the ten by picking them one at a time while 
counting and dropping them in the next compartment. Then have the child 
count the remaining beads and give you the answer. Then reiterate that ten 
minus four is six (10-4=6). Try a combination of different numbers making 
sure you congratulate the child for each correct answer. The mounting rod 
of the minus symbol may be placed in one of the holes of the counting box. 
TO DIVIDE: 
You might use the figurines when performing a dividing function. For 
example, to divide 12 by 3 (12.div.3). Place three of the figurines in the 
holes on top of any three compartments. Then have the child count and 
separate twelve beads as usual by placing them on a flat surface as the 
child counts them. Then have the child divide the twelve beads among the 
three figurines by simultaneously dropping one bead into each of the three 
compartments until the twelve beads are gone. Then have the child count 
the beads and tell you how many there are in each of the compartments. 
This should be the right answer to this example problem. Have them try as 
many numeric combinations as possible and give you the answers. Again, 
congratulate the child for the right answer. 
TO MULTIPLY: 
For example, to multiple 2.times.2, have the child count two of the beads 
while dropping them on one of the compartments, then count another set of 
two beads into another compartment. Then have the child combine the two 
sets of beads into one compartment and count the total. Ask him or her for 
the answer. In this case, it will be four. Try different sets of numbers 
like 3.times.3, 4.times.4, 5.times.4, 6.times.4, 7.times.3, etc. 
As to a further discussion of the manner of usage and operation of the 
present invention, the same should be apparent from the above description. 
Accordingly, no further discussion relating to the manner of usage and 
operation will be provided. 
With respect to the above description then, it is to be realized that the 
optimum dimensional relationships for the parts of the invention, to 
include variations in size, materials, shape, form, function and manner of 
operation, assembly and use, are deemed readily apparent and obvious to 
one skilled in the art, and all equivalent relationships to those 
illustrated in the drawings and described in the specification are 
intended to be encompassed by the present invention. 
Therefore, the foregoing is considered as illustrative only of the 
principles of the invention. Further, since numerous modifications and 
changes will readily occur to those skilled in the art, it is not desired 
to limit the invention to the exact construction and operation shown and 
described, and accordingly, all suitable modifications and equivalents may 
be resorted to, falling within the scope of the invention.