Abstract:
The present invention relates to a math manipulative educational learning game in which a plurality of rods are provided for use in various manipulative games designed to teach rudimentary arithmetic skills. In the preferred embodiment, the rods are of various lengths and/or volumes, with the shortest length comprising a unit length, and other rods being formed in integral multiples of the unit length. Various games are disclosed in which a child is encouraged to manipulate the rods in various ways and in order to learn various arithmetic lessons. For example, in one game a Game Master selects any of the rods except the rod having unit length and places it upon a game playing surface. Thereafter, the Partner must select a plurality of rods whose combined lengths equal the length of the rod played by the Game Master. These rods are laid end-to-end along side the rod played by the Game Master in order to demonstrate their length equality. The Game Master then selects another rod other than the rod of unit length and lays the second rod end-to-end with the first rod which the Game Master played. The Partner is again required to select a plurality of rods to whose combined lengths, when placed end-to-end with the rods already played by the Partner, equal the length of the rods played by the Game Master. The play continues in this manner until no more moves may be made from the selection of rods remaining. Other manipulative games are also disclosed.

Description:
CROSS-REFERENCE TO RELATED APPLICATIONS 
     The present application claims priority from U.S. Provisional Patent Application Ser. No. 60/255,287, filed Dec. 13, 2000 and entitled Math Manipulative Educational Learning Game, the text and drawings of which are hereby incorporated by reference in their entireties. 
    
    
     BACKGROUND OF THE INVENTION 
     It is well-known that children, particularly pre-school aged children, may be enticed to learn various principles through the use of play. By incorporating lessons into the game that is played, a child&#39;s attention may be captured by the enjoyment of playing the game, while at the same time the child is gaining experience in important concepts, often without even realizing that he or she is being taught. This concept may start with extremely rudimentary concepts at very young ages, such as the development of hand-to-eye coordination by the simple grasping, moving, holding, dropping, etc. of simple objects. Once simple motor skills have been developed, the child progresses incrementally to even more complicated lessons. 
     Even abstract subjects such as mathematics can be grounded in a child through the use of well-designed play. It is usually easier for a child to learn through the association of visual representations than by simple memorization, and concepts learned in this manner are usually retained by the child for a longer period of time. This is especially true of the rudimentary arithmetic processes such as addition, subtraction, etc. By presenting to the child a series of physical objects that correspond to the abstract principles, the young mind is more readily able to comprehend such quantities by mechanical means rather than by more difficult abstract reasoning. 
     In light of this, many toys and games are known in the prior art that are designed to teach some basic arithmetic skills; however, it has been found that such games are normally limited in the number of rudimentary concepts that can be taught to the child by use of the game, are uninteresting to many children, or are difficult to use. The present invention is therefore directed toward providing a physically manipulative game that is fun to play, allows for the participation of a teacher or another child, and teaches a great variety of rudimentary skills, rather than being limited to just two or three. 
     SUMMARY OF THE INVENTION 
     The present invention relates to a math manipulative educational learning game in which a plurality of rods are provided for use in various manipulative games designed to teach rudimentary arithmetic skills. In the preferred embodiment, the rods are of various lengths and/or volumes, with the shortest length comprising a unit length, and other rods being formed in integral multiples of the unit length. Various games are disclosed in which a child is encouraged to manipulate the rods in various ways and in order to learn various arithmetic lessons. For example, in one game a Game Master selects any of the rods except the rod having unit length and places it upon a game playing surface. Thereafter, the Partner must select a plurality of rods whose combined lengths equal the length of the rod played by the Game Master. These rods are laid end-to-end along side the rod played by the Game Master in order to demonstrate their length equality. The Game Master then selects another rod other than the rod of unit length and lays the second rod end-to-end with the first rod which the Game Master played. The Partner is again required to select a plurality of rods whose combined lengths, when placed end-to-end with the rods already played by the Partner, equal the length of the rods played by the Game Master. The play continues in this manner until no more moves may be made from the selection of rods remaining. Other manipulative games are also disclosed. 
     In one form of the invention, a method of playing a math manipulative educational learning game between a Game Master and a Partner is disclosed, comprising the steps of a) Providing a kit comprising a plurality of rods of varying lengths, wherein a shortest length rod is designated as having a unitary length, wherein each other of said varying lengths is a multiple of said unitary length, and wherein each of said rods has a side and an end; b) Game Master placing on a game surface a first rod selected from any of said rods except said rod having unitary length, said first rod having a first rod length; c) Partner placing on said game surface adjacent said side of said first rod a first plurality of rods end-to-end having a combined length equal to said first rod length; d) Game Master placing on said game surface a second rod selected from any of said rods except said rod having unitary length, said second rod having a second rod length, said second rod being placed end-to-end with said first rod; e) Partner placing on said game surface a second plurality of rods end-to-end with said first plurality of rods, said second plurality of rods having a combined length equal to said second rod length; and f) Repeating steps (d) and (e) until not enough of said rods are left to make a play. 
     In another form of the invention, a method of playing a math manipulative educational learning game between a Game Master and a Partner is disclosed, comprising the steps of a) Providing a kit comprising a plurality of rods of varying lengths, wherein a shortest length rod is designated as having a unitary length, wherein each other of said varying lengths is a multiple of said unitary length, and wherein each of said rods has a side and an end; b) Game Master placing on a game surface a first rod selected from any of said rods except said rod having unitary length, said first rod having a first rod length; c) Game Master establishing an inequality; d) Partner placing on said game surface adjacent said side of said first rod a first plurality of rods end-to-end having a combined length equal to said first rod length plus said inequality; e) Game Master placing on said game surface a second rod selected from any of said rods, said second rod having a second rod length, said second rod being placed end-to-end with said first rod; f) Partner placing on said game surface a second plurality of rods end-to-end with said first plurality of rods, said first and second plurality of rods having a combined length equal to said first and second rod length plus said inequality; and g) Repeating steps (d) and (e) until not enough of said rods are left to make a play. 
     In yet another form of the invention, a method of playing a math manipulative educational learning game between a Game Master and a Partner is disclosed, comprising the steps of a) Providing a kit comprising a plurality of rods of varying lengths, wherein a shortest length rod is designated as having a unitary length, wherein each other of said varying lengths is a multiple of said unitary length, and wherein each of said rods has a side and an end; b) Game Master placing on a game surface a first rod selected from any of said rods except said rod having unitary length, said first rod having a first rod length; c) Game Master establishing a pattern comprising a series of inequalities; d) Partner placing on said game surface adjacent said side of said first rod a first plurality of rods end-to-end having a combined length equal to said first rod length plus a first inequality in said pattern; e) Game Master placing on said game surface a second rod selected from any of said rods, said second rod having a second rod length, said second rod being placed end-to-end with said first rod; f) Partner placing on said game surface a second plurality of rods end-to-end with said first plurality of rods, said second plurality of rods having a combined length equal to said second rod length plus a second inequality in said pattern; and g) Repeating steps (d) and (e) until not enough of said rods are left to make a play. 
     In another form of the invention, a method of playing a math manipulative educational learning game between a Game Master and a Partner is disclosed, comprising the steps of a) Providing a kit comprising a plurality of rods having hollow interiors of varying volumes, wherein a smallest volume rod is designated as having a unitary volume, wherein each other of said varying volumes is a multiple of said unitary volume; b) Game Master selecting a first rod selected from any of said rods except said rod having unitary volume, said first rod having a first volume; c) Partner selecting a first plurality of rods having a combined volume equal to said first rod volume; d) Completely filling said first plurality of rods with a substance; and e) Pouring said substance from said first plurality of rods into said first rod in order to verify that said combined volume equals said first volume. 
     In yet another form of the invention, a math manipulative educational learning game is disclosed, comprising a plurality of rods, each of said rods having a longitudinal section removed therefrom so that each of said rods will lie on a flat surface without rolling; wherein each of said rods have varying lengths, wherein a shortest length rod is designated as having a length defining one unit of length, wherein each other of said varying lengths is a multiple of said unit of length; and one or more notches formed into a surface of each of said rods, wherein each said notch is positioned substantially at a midpoint of each unit of length of said rod. 
     In another form of the invention, a math manipulative educational learning game is disclosed, comprising a plurality of rods; wherein each of said rods have varying lengths, wherein a shortest length rod is designated as having a length defining one unit of length, wherein each other of said varying lengths is a multiple of said unit of length; and one or more notches formed into a surface of each of said rods, wherein each said notch is positioned substantially at a midpoint of each unit of length of said rod. 
    
    
     BRIEF DESCRIPTION OF THE DRAWINGS 
     FIG. 1 is a side elevational view of a plurality of rods, having varying lengths, of the present invention. 
     FIG. 2 is a perspective view of a base of the present invention which may be used to hold the rods of FIG.  1 . 
     FIG. 3 is a schematic process flow diagram of a first embodiment math manipulative educational learning game of the present invention. 
     FIG. 4 is a side elevational view of the rods of FIG. 1 being used in the game of FIG. 3, in progress. 
     FIG. 5 is a schematic process flow diagram of a second embodiment math manipulative educational learning game of the present invention. 
     FIG. 6 is a schematic process flow diagram of the third embodiment math manipulative educational learning game of the present invention. 
     FIG. 7 is a perspective view of a second embodiment rod of the present invention having a hollow interior volume. 
     FIG. 8 is a schematic process flow diagram of fourth embodiment math manipulative educational learning game of the present invention which utilizes the hollow rods of FIG.  7 . 
    
    
     DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS 
     For the purposes of promoting an understanding of the principles of the invention, reference will now be made to the embodiment illustrated in the drawings and specific language will be used to describe the same. It will nevertheless be understood that no limitation of the scope of the invention is thereby intended, and alterations and modifications in the illustrated device, and further applications of the principles of the invention as illustrated therein are herein contemplated as would normally occur to one skilled in the art to which the invention relates. 
     Referring to FIG. 1, there is illustrated a plurality of rods of the present invention, indication generally at  10 , which may be utilized to play the math manipulative educational learning games disclosed hereinbelow. As used herein, the term “rods” is meant to signify any game piece, no matter what the physical shape of the game piece, which has the physical attributes necessary to play one of the games disclosed herein. For example, the rods  10  may be cylindrical, cubic, pyramidal or other shapes, so long as they are able to exhibit length and/or volume as required for execution of the games disclosed hereinbelow. 
     In the preferred embodiment, the rods  10  are formed in the shape of a cylinder in which one side has been sliced off parallel to the longitudinal axis of the rod  10 . Such slicing creates a flat surface  12  on one side of the rod  10 , which is useful to allow the rod  10  to be laid upon a flat surface without rolling. 
     In the preferred embodiment, the rods  10  are fashioned from maple or similar hardwood cylinders. However, the present invention comprehends that the rods  10  may be formed from any suitable material, such as plastic, metal, cardboard, pressed paper, etc. The material from which the rods  10  are constructed is not critical; however, the material should be non-toxic as the rods  10  are designed for use by children. 
     In the preferred embodiment, there are cylinders  14 ,  16 ,  18 ,  20  and  22  which are formed from maple in a one-inch diameter cylinder prior to forming the flat surface  12 . The rod  14  is designated as having a unit length, while the rod  16  has a length of two units, the rod  18  has a length of three units, the rod  20  has a length of four units, and the rod  22  has a length of five units. In the preferred embodiment, the unit length rod  14  is one inch long. The present invention also comprehends that the unit length may be an even metric (S.I.) length, such as one centimeter. Other systems of measurement may be utilized without departing from the principles of the present invention. In the preferred embodiment, there are five of each of the rods  14 - 22 . 
     On the side of each of the preferred embodiment rods  10  opposite to the flat side  12 , one or more shallow “V” notches are formed into the surface of the rod  10 . The number of notches formed into any rod  10  is preferably equal to the number of unit lengths represented by the rod  10 . In the preferred embodiment, the notches  24  are placed one-half inch from each end of the rod  10 , and additional notches  24  (if necessary) are formed into the rod  10  on one-inch centers. For example, the five unit length rod  22  has five notches  24  formed therein, two of the notches being one-half inch from either end and the other three notches being spaced at one-inch intervals from these two notches  24 . Similarly, the unit length rod  14  has a single notch  24  which is positioned one-half inch from both ends. This will be appreciated, the notches  24  therefore appear at the mid-point of each one-inch increment of the rod  10 . The provision of the notches  24  allow a child using the rods  10  to not only ascertain their lengths by inspection of their physical dimensions, but to also see and count their lengths as represented by the number of notches  24  formed into each rod  10 . 
     The rods  10  may be left unfinished, or they may be finished in a non-toxic child-safe clearcoat finish, or they may be finished in non-toxic child-safe colors. In the preferred embodiment, each of the five rods  14  is finished in a different color, each of the five rods  16  is finished in a different one of these same colors, and so on. In the preferred embodiment, therefore, each rod  10  length is represented once in each of the five colors. 
     The complete set of rods  10  in the preferred embodiment of the present invention may be conveniently held by the base  26  illustrated in FIG.  2 . The base  26  is preferably formed from a piece (or multiple pieces joined together) of maple or similar hardwood  28 . As with the rods  10 , the material from which the base  28  is constructed is not considered critical to the present invention. A five-by-five grid of holes  30  is then drilled into the wood  28 , wherein the diameter of each hole  30  is sufficient to allow a rod  10  to be easily placed therein. As with the rods  10 , the base  26  may also be finished in a nontoxic child-safe clearcoat finish or colored finish. For attractive storage, the rods  10  are placed into the holes  30  by placing the rods  22  into all of the holes  30  at the back of the base  26 . The rods  20  are then placed in the holes  30  in the row immediately in front of the rods  22 . The rods  18  are then placed into the next row and so on moving toward the front of the base  26 . If the rods  10  are colored as indicated above, then each column of the base  26  (front to back) contains rods  14 - 22  of the same color. By removing the rods  10  from the base  26  and having a child replace the rods  10  into the base  26 , the child is encouraged to explore the concepts of order (both ascending and descending), length and special relationship. If the rods  10  are colored as indicated above, then the child is additional  14  encouraged to explore the concepts of “sameness” and “differentness” by arranging the rods  10  of different lengths based upon their similar colors. 
     The set of rods  10  may be used for playing a variety of math manipulative educational learning games. For example, FIG. 3 illustrates the steps in a first embodiment game of the present invention. Starting at  100 , the Game Master selects any of the rods  10  other than the unit length rod  14  as the first rod to play. This selected rod is preferably placed horizontally upon a flat game playing surface, such that the flat side  12  rests upon the game playing surface. In alternative embodiments, the rods  10  may be placed vertically, such that rods can be stacked one on top of another. In step  102 , the second player, the Partner, must select a plurality of rods  10  from the rods remaining in the set such that the combined lengths of the rods selected by the Partner equal the length of the rod played by the Game Master at step  100 . The Partner then places these selected rods  10 , end-to-end, alongside the rod played by the Game Master. In doing so, both the lengths and the notches  24  of the rods in the two rows will align. In the preferred embodiment, the Partner may not play the same length rod that was played by the game master. In this way, Partner is encouraged to explore the concepts of addition and relative lengths in order to find two or more rods  10  whose lengths equal the length of the rod played by the Game Master. 
     For example, FIG. 4 illustrates a game of Equals in progress in which the Game Master has selected and played a rod  22  having five units of length. FIG. 4 illustrates two possible responses by Partner. In Partner response A, a rod  16  having two units of length and a rod  18  having three units of length are selected by Partner and laid down end-to-end beside the rod  22  played by Game Master. In this manner, Partner is able to see that three plus two equals five by comparing the lengths of the two rows of rods  10  as well as the alignment of the notches  24 . In alternative response B, Partner may choose a rod  14  of unit length and a rod  20  having four units of length. Either response A or response B would be correct in view of the play of rod  22  by Game Master. 
     Returning now to FIG. 3, the game of Equals continues at step  104  as Game Master selects another rod  10  (any rod except the rod  14  of unit length) and plays this rod by placing it end-to-end with the rod played at step  100 . At step  106 , Partner is again required to select two or more rods  10  from the rods remaining to be played such that the combined lengths of the selected rods equal the length of the rod selected by Game Master at step  104 . Once these are selected, they are placed end-to-end with the rods played by Partner at step  102 . 
     At step  108 , the players must determine if there are enough rods  10  left which have not yet been played in order for another round of the game to be played. If the answer is yes, then the process loops back to step  104  for the Game Master to make another selection. If it is determined that not enough rods remain for another round of play, then the game ends. The players are encouraged to discuss possible moves and their consequences in a cooperative effort in order to improve their score. 
     Scoring of the game of equals may be done on two levels. An easier method of scoring for beginners is simply to count the number of rods left in the base  26  after no more plays are left. The best possible score is to have only one rod left of any value. A more advanced scoring method is for players to add up the length values of all rods left in the base  26  in order to obtain their score. The best score is to only have one rod  14  of unit length remaining at the end of play. 
     Referring now to FIG. 5, there is illustrated a schematic process flow diagram of a second preferred embodiment game of the present invention. Play begins in this game at step  202  in which Game Master selects any of the rods  10  for play except for a rod  14  of unit length. This rod is again played by Game Master by laying the flat side  12  upon the game playing surface. At step  204 , Game Master establishes an inequality for the game. It will be appreciated that step  204  may also be executed by Game Master prior to step  202 . Inequality is established at step  204  by the Game Master informing Partner the quantity of inequality that must exist between Game Master&#39;s play and Partner&#39;s play during each round. For example, Game Master may tell Partner that his response must always be one more, or two less, or three more, etc. than Game Master&#39;s previous move. In the preferred embodiment, a single value of inequality is kept for the entire game; however, the present invention also comprehends other embodiments in which the inequality value changes with each round. 
     At step  206 , Partner selects a plurality of rods  10  which have a combined length equal to the rod  10  played by Game Master at  202 , plus the inequality established at step  204 . If the inequality is a positive value, then the combined length of the rods  10  played by Partner at step  206  will exceed the length of the rod  10  played by Game Master at step  202 . On the other hand, if the inequality is negative, then the combined length of the rods  10  played by Partner at step  206  will be less than the length of the rod  10  played by Game Master at step  202 . The game continues at step  208  in which Game Master selects another rod  10  from those which have not yet been played and places it end-to-end next to the rod played at step  202 . Partner then selects a plurality of rods at step  210  such that when these rods are placed end-to-end with the rods played at step  206 , the entire combined length of all of these rods is equal to the entire combined length of the rods already played by Game Master plus the inequality value. At step  212 , Game Master and Partner determine if there are enough rods  10  left unplayed in order to execute another round. If this is found to be the case, then play continues at step  208 , otherwise the game ends. 
     Referring now to FIG. 6, there is illustrated a third embodiment math manipulative educational learning game of the present invention. The game begins at step  302  in which Game Master selects one of the rods  10  from the set except the rod  14  having unit length. This rod  10  is played by Game Master by laying the flat side  12  of the rod  10  onto a flat game playing surface. At step  304 , game master establishes a pattern having a series of inequalities which Partner must follow. For example, Game Master may establish that Partner&#39;s responses must follow a pattern of one more than Game Master&#39;s initial move. A second time Partner plays, his move must be two more than Game Master&#39;s second move, then follow an alternating, repeating pattern of one more, two more, etc. The present invention comprehends the establishment of any pattern by Game Master at step  304 . 
     At step  306 , Partner selects a plurality of rods  10  from those yet to be played, in which the rods  10  selected by Partner have a combined length equal to the length of Game Master&#39;s rod  10  which was played at step  302  plus the first inequality in the pattern set by Game Master at step  304 . At step  308 , Game Master selects another rod  10  to be played and places it end-to-end with the rod played at step  302 . At step  310 , Partner must select a plurality of rods  10  from those yet to be played, such that the combined length of the rods selected at steps  306  and  310  match the length of the Game Master&#39;s prior plays plus the next inequality in the pattern. It should be noted that the pattern may establish that the inequality between Partner&#39;s play and Game Master&#39;s play may apply only to the rods played in the current round, or the inequality may apply to the cumulative length of the rods played in the game up to this point. At step  312 , the players determine whether enough rods  10  remain unplayed for another round, and if so, play resumes at step  308 . If not enough rods  10  remain, then the game ends. 
     It should be noted that the preferred embodiment of the present invention utilizes the flat side  12  of the rods  10  for placing the rods  10  upon a flat game playing surface. The present invention, however, comprehends that the rods  10  may not be necessarily placed horizontally upon a flat surface. For example, the rods  10 , if formed in a cylindrical configuration, may be stacked vertically one on top of the other. In order to facilitate this, the rods  10  may be fashioned with one male end and one female end in order to allow the rods  10  to be more securely mated to one another when stacking. 
     Referring now to FIG. 7, there is illustrated a second embodiment rod of the present invention, indicated generally at  400 . The rod  400  has the same characteristics as described hereinabove with respect to the rod  10 , including all of the variations thereto, except for the fact that the rod  400  includes a hollow interior cavity  402  having a specific volume. For example, if a rod  400  has a unit length, then the hollow cavity  402  will establish a unit volume. Other rods  400  in the set which exhibit lengths that are integral multiples of the unit length would correspondingly have interior cavities  402  whose volumes are also integral multiples of the unit volume. In the preferred embodiment, the rods  400  are preferably formed from molded plastic in order to provide for greater ease of manufacturing, although the present invention comprehends that the rods  400  may be made from any material as explained hereinabove with respect to the rods  10 . 
     Use of the rods  400  allow the players to compare volume and capacity by filling the rods  400  with any suitable material which can easily be used to occupy the space in the hollow cavity  402 , such as cornmeal, water, etc. 
     FIG. 8 illustrates a schematic process flow diagram of a game which may be played with the hollow rods  400 . The game starts at step  502 , in which game master selects any of the rods  400  from the set except the rod  400  of unit volume. Partner then, at step  504 , selects a plurality of rods  400  from those remaining to be played which have a combined volume equal to the volume of the rod  400 . played by Game Master at step  502 . For example, if Game Master plays a rod having five units of volume at step  502 , then the Partner may select a rod having three units of volume and a second rod having two units of volume to play in step  504 . At step  506 , the rods  400  selected by Partner at step  504  are filled with a substance placed into the hollow cavities  402 . At step  508 , the substance is poured from Partner&#39;s rods  400  into Game Master&#39;s rod. If Partner has correctly chosen rods to play, then the substance, which precisely filled the interior volumes of Partner&#39;s multiple rods, should also precisely fill the volume of the single rod played by Game Master at step  502 . In this way, children are encouraged to explore the concepts of addition, volume and length. 
     While the invention has been illustrated and described in detail in the drawings and foregoing description, the same is to be considered as illustrative and not restrictive in character, it being understood that only the preferred embodiment has been shown and described and that all changes and modifications that come within the spirit of the invention are desired to be protected.