Abstract:
A kit containing an Instructor unit sized for presentation to a group and multiple Child training units both set up to allow students to visually model and relate addition, subtraction, multiplication, and division in prinmry mathematics.

Description:
BACKGROUND OF THE INVENTION 
     It is well known that many primary students have difficulty in learning primary mathematics in our base ten system. Students also now need to become familiar with and learn to use a base two system but this is normally reserved for higher grades. This invention provides a model for the Instructor to use and a somewhat similar model for the child to use either personally or in very small groups. 
     The kit includes an Instructor unit that basically is one inch cubes, with five blue cubes, five red cubes and five yellow cubes with cubes held in a vertically aligned slots with each slot being about three inches wide so that all cubes may be hidden under a numbered center line stick. An example of use is as follows: three cubes may be pushed out with a 3 inch angle stick to show we now have three; four more may be pushed out with a 4 inch angle stick to show that we have ADDED 4 so that we now have 7. Two may be pushed below the center line stick to show that we SUBTRACTED 2 so that we now have 5. In the Instructor unit the sticks are angles and may be removably marked to show fractions and percentages. Students can visually see that ¼ equals 25% etc,etc 
     Also included in the Kit are Child training units using three eighths inch cubes held vertically in slots and may be manually slid back and forth to indicate addition, subtraction, division and multiplication. The slots are approximately ¼ inch deep. Thus a child can both DO and SEE simple mathematical calculations. Actual classroom use has proven the worth of these units. Paper model copies of the training unit are also used so that a child may color in instructor suggested problems. 
     We can stack angle sticks that are used to aid the visualization of addition, subtraction, multiplication and division next to the right side of the cubes in the Instructor unit. These angle sticks can be chosen to be the proper length for a fraction or percentage of a chosen number and removably labeled. The unit then also allows teaching and visualization of the use of fractions and percentages and their interrelationships. 
     We have found no training models in the literature allowing the same utility and visualization. 
     SUMMARY OF THE INVENTION 
     The kit may be summarized as containing a vertical cube stack with different sized angled sticks to allow a teacher to move cubes to indicate simple mathematical functions and their interrelations with the cubes allowing a student to actually visualize each operation. There is also available a Child training unit that allows the child to both do and see simple operations. 
    
    
     BRIEF DESCRIPTION OF THE DRAWINGS 
     FIG. 1 shows a three dimensional view of the container for both the instructor unit and child training units. 
     FIG. 2 show a three dimensional view of the instructor teaching unit. 
     FIG. 3 shows a sweeper unit to hide blocks under a Number—line—stick. 
     FIG. 4 shows two of a group of angle sticks sized from one to ten blocks in length. 
     FIG. 5 shows a child training unit. 
    
    
     DESCRIPTION OF THE INVENTION 
     The invention may best be described from the drawings. In FIG. 1 we see the container  3  with the upper side of a flat closure  5  that fits closely into the container  3  and is supported by posts  4  on internal sides of container  3 . The instructor unit is attached to the underside of top  5  as shown in detail in FIG.  2 . 
     In FIG. 2 we see kit  1 , box or container  3 , and there is an angled slot on each interior side of the box (not shown) for sliding top  5  into a semi-vertical position. Teaching tray  7  is held on the underside of top  5 . Number line stick  9  covers colored one inch cubes  11  in groups of five. Number  9  indicates one of several number line sticks that is removably held in place with holding units called holders  2  and  12 . Holder  12  is an open one inch by one inch rectangular structure and holder  2  is a one inch by one inch cuplike structure both of which may be glued to teaching tray  7 . 
     We have shown teaching tray  7  held in a useable position by sliding back  5  in box  3 . Number bridge  10  tray is held in place and we have chosen to show twenty five slots each about three inches in diameter and about ½ inch deep so that one inch cubes  11  may be slid to the center and hidden under number line stick  9  which is removably held in place by holders  12  and  2 . Other numbers of slots could be used equally well. There are groups of five blue cubes in one group, five red cubes in a second group and five yellow cubes held in number bridge  10 . Side  7  will hold a group of number line sticks and a group of angle sticks that are formed with angle sticks being one to ten cubes in length. Angle sticks are shown in FIG.  4 . Although there will be two angle sticks of each length from 1 inch to 10 inches, for clarity only two are shown. Each angle stick is labeled on the interior side with the length in inches in word form on one side and in number form on the other side. These angle sticks are plastic and the instructor may label on the exterior sides to indicate fractions or percentages or numbers. For example when working with a total number of twelve a 4 inch angle stick could be labeled one third and the instructor could show that it takes three 4 inch angle sticks to equal the twelve. He could also show that one 4 inch angle stick equals 33⅓% and explain WHY! These labels may be put on with erasable marker to be easily removable. It might be shown when working with a total of eight numbers that this 4 inch angle stick then becomes ½ as a fraction or 50% as a percentage. 
     This aids in student learning through allowing easy linear and vertical visualization for the student. 
     FIG. 3 shows a sweeper unit  13  that may be placed upon and slid down the number bridge  10  to use flexible arms  17  to “sweep” or slide all blocks to be hidden in 3 inch wide slots as described under FIG. 2 under a number line stick  9 . Slots  16  in the front portion of box  3  allow the sweeper unit  13  to exit to complete the movement of all the blocks. 
     FIG. 4 shows two angle sticks and there will be two groups of angle sticks from 1 to 10 inches in length with each group having some of the angle sticks stacked next to the right side of the cube slots in the Instructor unit and the remainder loosely held in container  3 . 
     FIG. 5 shows a front view of a child teaching unit  20  that is about one half inch thick. The center unit  21  is a series of slots with each slot about one fourth inch deep and three fourths of an inch wide. We have chosen to show  25  slots but other numbers of slots could be equally useable. There are ⅜&#39;s inch cubes 23 in the slots and each cube is finger slidable in each slot. The cubes are colored in groups of five. There is a flat stick holding slot on each side of center unit  21  with a flat stick therein numbered to form numbered stick  26  removably held on each side of the row of cubes with the numbers from 1 to 25 on the numbered stick  26  to provide a visual count of the cubes. 
     There is a Window stick holding slot  28  on each side of the numbered sticks  26 . A window stick has a total length equal to the number of cubes listed on the stick but space for the upper cube is open both for ease of handling and to allow the user to read a number beneath. For example if window stick labeled  7  were laid with the bottom end on top the number 1 on the numbered stick the user would read the number 7 through the upper end of window stick  7 . If all blocks were lined up as shown in the left position the user could use window stick  7  to shift seven blocks to the right position. Now if the user pushed 7 more blocks to the right he would read the number 14 on the number stick. He has just learned 7 plus 7 is 14. Now if the user laid window stick seven on top of the number stick with the window end of the end around 14 he could read 7 below the window stick and SEE that 14 minus 7 equals 7. He has learned that fourteen minus seven equals 7. This illustrates a simple use of the Number and window sticks. 
     There will be a minimum of ten different length properly labeled window type number sticks  24  for each Child teaching unit in the kit or held in the stick holder  28 . Sides of stick holder slot  28  are formed by raised segments of the unit base. 
     The unit FIG. 5 can be used in upper elementary grades to explore and solve algebraic equations. For example the Instructor may show the equation X−7+4=Y and explain as the value of X changes then the value of Y changes. The Instructor may then say “Let&#39;s assume that the value of X equals ten.” With the Number line stick  26  in place he can then use window stick  10  and push ten cubes to ‘ten’ and he can then use window stick  7  and slide over seven cubes to indicate minus 7 and he can then use window stick  4  and push back four cubes to indicate plus 4 and may count seven cubes left in line. In the equation he has modeled and physically shown that . . . If X=10 then Y=7. He can repeat and show that if X=12 then Y=9. He is SHOWING and MODELING. The students may then use their paper models or actual models to try different variations etc.,etc. He has shown how to “VISUALIZE THESE CONCEPTS IN A LINEAR FASHION.”