Abstract:
An educational device is provided which can be used to teach arithmetic. The educational device comprises a track having a scale on an outer surface of said track. The scale is comprised of a plurality of evenly spaced apart unit markings, the markings being spaced apart by a unit length. Blocks are provided which are be slidingly received on the track. Each block has a length based on the unit length, and indicium is provided on the each block to identify the length of the block in unit lengths. When a set of blocks a positioned on the track, the end of the last block will line up with a unit marking on the scale representing the overall length of the set of blocks in “units”, and hence showing the sum of the lengths of the set of blocks placed on the track. By adding and removing blocks to the track, addition and subtraction “facts” can be visually taught.

Description:
CROSS-REFERENCE TO RELATED APPLICATIONS 
       [0001]    Not Applicable. 
       STATEMENT REGARDING FEDERALLY SPONSORED RESEARCH 
       [0002]    Not Applicable. 
       BACKGROUND OF THE DISCLOSURE 
       [0003]    The present disclosure relates to an educational device that teaches mathematical functions, in particular, the present disclosure relates to an educational tool that teaches mathematical functions such as addition, subtraction, multiplication and division via a “hands-on” use by students. 
         [0004]    Currently students, and in particular, elementary school age children, learn arithmetic by memorizing the “facts” of addition, subtraction, multiplication and division. The students then practice their arithmetic to help “drill” in the “facts”. However, not all children learn well this way. Rather, many children are visual learners. It would thus be beneficial to provide a device which can be used by children to visualize arithmetic problems, and, which will hopefully be fun for the children to use. 
       BRIEF SUMMARY OF THE DISCLOSURE 
       [0005]    The present disclosure relates to an educational device that teaches arithmetic functions. The educational device comprises a track which can be made from a plurality of track members. Each track member comprises spaced apart side walls and a floor which, in combination, define a channel which can extend the length the track member. A stop is placed at at least one end of the channel. The educational device further comprises a plurality of mating projections and openings. The projections and openings are positioned on the track members or are sized and shaped such that the track members can only be assembled in one manner. Additionally, the track comprises stiffeners, and the positioning of the stiffeners on the various track members can be used to determine the order in which the track members are connected together. 
         [0006]    The educational device also comprises a scale comprised of unit markings placed along an outer surface of one of the track side walls. The unit markings are spaced apart by a unit length. The educational device also includes a plurality of blocks which are sized to be slidingly received in the track channel—that is, the blocks have a width that is slightly less than the width of the channel. The blocks are provided in multiple lengths, each block having a length that corresponds to a multiple of the unit length. The blocks can be marked with a number indicating the length in units of the particular block. When, the blocks, are placed in the channel, they line up with a unit markings on the scale, thereby showing the total length in “units” of the blocks placed in the channel. This then shows the sum of the lengths of the different blocks. 
         [0007]    The present disclosure also relates to method of teaching arithmetic. The method comprises placing a selected set of the blocks in the channel. By viewing where total unit length of the blocks placed in the channel, the student can visualize the sum of the lengths of each of the blocks. Similarly, by removing a block from the channel, the student can then visualize the subtraction of the total length of the blocks first placed in the channel less the length of the block removed from the channel. 
     
     
       BRIEF DESCRIPTION OF THE SEVERAL VIEWS OF THE DRAWINGS 
         [0008]    In the accompanying drawings which form part of the specification: 
           [0009]      FIG. 1  is front elevational view of the present disclosure illustrating a container, track and blocks constructed in accordance with and embodying the present disclosure; 
           [0010]      FIG. 2  is a partial perspective view of the container illustrating slots positioned on the container sides and illustrating the container interior; 
           [0011]      FIG. 3  is a plan view of a container top or cover sliding within the container sides to cover the container interior that is configured to hold blocks and the track members which make up the track; 
           [0012]      FIG. 4  is a perspective view of two track members aligned to be connected; 
           [0013]      FIG. 5  is a front perspective view of the two track members when connected, with a plurality of blocks received in the track channel; 
           [0014]      FIG. 6  is a perspective view of an embodiment of the blocks; 
           [0015]      FIG. 7  is a fragmentary view showing how the device can be used to demonstrate multiplication and division; and 
           [0016]      FIG. 8  is a plan view of the track members. 
       
    
    
       [0017]    Corresponding reference numerals indicate corresponding parts throughout the several figures of the drawings. 
       DESCRIPTION OF THE PREFERRED EMBODIMENT 
       [0018]    The following detailed description illustrates the disclosure by way of example and not by way of limitation. The description clearly enables one skilled in the art to make and use the disclosure, describes several embodiments, adaptations, variations, alternatives, and uses of the disclosure, including what is presently believed to be the best mode of carrying out the invention. 
         [0019]    Referring to the drawings, an educational device A in the form of an educational tool is shown generally in  FIG. 1 . The educational device A teaches physical representation of quantitative measurements for the students to learn, via a “hands on” experience, arithmetic functions such as addition and subtraction. The educational device A can also be used to teach simple multiplication and division. The educational device A comprises a container  10 , a track  12  and a plurality of blocks  18 . The components of the educational device A can be made from any desired material. For example, the components can be made from wood or plastic. Further, some components can be made from one material and other components can be made from other materials. 
         [0020]    The container  10  includes a cover  20 , a floor  22  ( FIG. 2 ), a first pair of opposing sides walls  24  and a pair of opposing end walls  26 . A slot  38  ( FIG. 2 ) is formed in at least one of the side walls  24  of the container  10 . As shown, each side wall  24  is provided with a slot  38 , and the slots  38  extend diagonally from the top of the side walls  24  toward the bottom of the side walls  24 . The slots  38  are shown to extend in opposite directions, but could extend in the same direction. The slots  38  are sized and shaped such that any of the components contained within the interior of the container  10  cannot pass through the slots  38 . Accordingly, the components have dimensions that are greater than the size and shape of the slots  38 . 
         [0021]    The side walls  24  include grooves  40  spaced below the top of the side walls. The grooves  40  in the opposed side walls are generally parallel to each other and generally co-planar with each other. The back end wall has a height generally equal to the height of the side walls, and the front end wall has a height less than the height of the side wall. Thus, the front end wall defines an opening  42  which exposes the grooves  40 , and the back end wall defines a closed end  44 . 
         [0022]    Referring to  FIG. 3 , the grooves  40  are sized to slidingly receive the cover  20 . The container cover  20  can be passed through the opening  42  in the front end wall of the container and slid along grooves  40  to close the container. As can be appreciated, the back wall or closed end  44  of the container will prevent the cover  20  from sliding all the way through the grooves  40  and exiting out the back end of the container. The cover  20  also includes a handle  46  (i.e., in the form an opening) to assist in sliding the cover  20  in and out of the grooves  40 . The cover  20  slides within the grooves  40 , as noted, to allow access to the contents of the container when in use, and to contain the writing surface  32 , writing implement  34 , track members  12   a , and blocks  18  within the interior of the container  10  when the educational device A is not in use. 
         [0023]    The cover  20  includes brackets  28  ( FIG. 1 ) on one side or surface  30  thereof. The brackets  28  are adapted to hold a writing surface  32  such as a piece of paper, a paper pad, a dry erase board, or a chalkboard, for example. As shown in  FIG. 1 , a writing implement  32  is also provided. The writing surface  32  can be provided with a frame having its own bracket which will hold the writing implement  34 . As can be appreciated, the writing implement  34  will be of a type which can be used with the type of writing surface  32 . Hence, the writing implement, for example, can be a pencil, pen, crayon, erasable marker, or chalk. Further, as shown, the side  30  of the cover  20  includes a support  36 . 
         [0024]    The track  12  can be formed as a one piece track, or can be comprised of a plurality of track members  12   a . The track  12  (and hence each track member  12   a ) has a floor  48  positioned between opposed and generally parallel sides  50 ,  52  to define a channel  53 . At one end, the track includes a key  54  extending from the side  50  and a stop  56  which closes the channel  53 . The key  54  is generally T-shaped, and is sized to be received in the container slot  38 , so that the track can be mounted to the container, for example, as seen in  FIG. 1 . As seen in  FIG. 1 , the container slot  38  positions the track on a diagonal in a vertical plane parallel to the plane of the side wall  24 . The track  12  can be sufficiently strong to be self supporting when mounted in the container. However, the cover  20  can be positioned adjacent the side wall  24  in which the track  12  is mounted such that the track  12  rests on the support  36 . As seen, the support  36  is shown to be generally trapezoidal in shape, with an angle corresponding to the angle of the track when received in the slot  38 , such that the track rests along the sloped edge of the support  36 . However, the support  36  could be of any desired shape, to provide at least a point of contact with the track  12 . 
         [0025]    A scale  16  printed is on an outer surface of the track to be visible during use. The scale  16  is shown to be printed on the outer surface of the track wall  52 , but could also be printed on an upper surface of the track wall  52 . The scale  16  can be printed directly on the track wall  52 . Alternatively, the scale  16  can be printed on a separate member which is then received in a groove in the track wall. In this variation, the scale would be removable from the track. The scale is provided with unit markings  65  which are spaced apart by a unit length. If desired, intermediate unit markings can be provided to show fractional units, such as ½ unit, ¼ unit, ¾ unit, etc. The unit length can be any desired length, and need not be limited to inches, centimeters or any other standard unit of measure. 
         [0026]    The track  12  can be assembled from a plurality of track members  12   a , as is shown in the Figures, which can then be connected together to form the track  12 . Providing track members  12   a  allows for a track which, when assembled, is longer than the container  10 , but which can be disassembled and all the track members  12   a  can be stored in the container  10 . The track members include projections  14  and openings  60 . The opening  60  of one track member  12   a  is sized to receive the projection  14  of an adjacent track member  12   a  The bottom (or first) track member  12   a  which includes the channel stop  56  need not be provided with the projection or opening at the bottom (stop) end of the track member. Similarly, the last (or end) track member does not need to be provided with a projection or opening at the end of the track channel  53  opposite the stop  56 . The track  12  also includes stiffeners  61  at the ends of at least some of the track members  12   a . The stiffeners  61 , as seen in  FIGS. 4 and 5 , are fixed to the back wall  50  of the track member  12   a  and extends beyond the end of the track member  12   a , The stiffener  61  thus spans the junction between adjacent track members  12   a  as seen in  FIG. 5 . The use of the stiffeners  61  prevent the track members  12   a  from rotating to relative to each other when connected. Additionally, the stiffeners  61  add rigidity to the assembled track  12 . 
         [0027]    Each of the plurality of projections  14  ( FIG. 4 ) is sized and shaped to be removably received with the opening  60  of a track member  12   a  to connect the separate track members  12   a  together to form the track  12  ( FIG. 5 ). The projections  14 , openings  60 , and stiffeners  61  are positioned on the track members such that the track members can only be connected in one configuration, so that the scale markings  65  will be consecutive. Thus, as seen in  FIG. 8 , a track member can be provided with both a projection  14  and an opening  60  or two openings  60  and no projection. Although not shown, a track member could also be provided with two projections and no opening. In the example shown, the projections  14  are all the same size, and hence the openings  60  are all the same size. Hence, in this embodiment, the positioning of the stiffeners, projections and openings defines the manner in which the track members are connected. For example, the first and third track members in  FIG. 8  cannot be connected because the first track member has a stiffener at its right end and the third has a stiffener at its left end. Similarly, the first and fourth track members cannot be connected because of the placement of both the projections  14  and the stiffeners  61 . 
         [0028]    Alternatively, the projections  14  and openings  60  can be shaped and/or sized such that a particular projection  14  can only be received in a particular opening  60 , such that the track members can be connected on only one predetermined sequence. Hence, although the projections  14  and openings  16  are both shown to be round, they could be provided in other shapes as well. In fact, one track member could have a square projection, another track member could have a round projection, etc. 
         [0029]    When the scale  16  is printed on the track member walls  52 , this predetermined sequence will place the scale units in numerical order. If the scale  16  is provided as a separate element of the educational device A which is removably received in a track groove, then all the projections  14  can be the same and all the openings can be the same to allow the track members to be assembled in any desired manner. In this variation, the scale member would be installed in the track groove after the track has been assembled. 
         [0030]    Referring to  FIG. 6 , each block of the plurality of blocks  18  has a length that corresponds to a multiple of the unit length. Preferably, the multiple is a whole number, such that the block length is equal to one unit, two units, three units, etc. If desired, blocks can be provided with lengths that are not whole number multiples of the unit length. Hence, the block can be one-quarter of a unit length, one and one-half unit lengths, two and three-quarter unit lengths, etc. As will be discussed below, providing blocks with fractional unit lengths allows for teaching the addition and subtraction of fractional units as well as whole units. The blocks  18  are sized to be removeably received in the track channel  53 . Hence, each block  18  has a width that is at least slightly less than the width of the track channel. When a set of the blocks  18  are placed in the track  12  and against the track wall  50 , the length (or combined length for two or more blocks  18 ) will line up with a unit marking  65  ( FIG. 5 ). 
         [0031]    Returning to  FIG. 6 , each block  18  may include an indicia  70  positioned on the block  18 . In one embodiment, the indicia  70  comprise numerals that represent the length L of the block  18  in unit numbers or unit lengths. As shown, the blocks  18  comprise block B 1  (indicia “ 1 ”), block B 2  (indicia “ 2 ”) . . . block B n  (indicia “n”). Thus, block B 1  may have a length of one unit; block B 2  has a length of two (2) units, block B 3  has a length of three (3) units, etc. If the blocks are provided in fractional units, then, for example, the 70 of one block could be “1½” representing a block that is one and one-half units in length. 
         [0032]    During use, the student places any combination of blocks  18  in the track channel  53 . The plurality of blocks  18  can include several blocks of each of the different lengths. Thus, several blocks B 1  can be provided, several blocks B 2  can be provided, several blocks B 3  can be provided, etc, so that, during use, the user can select a desired number of any of the block lengths. As shown in  FIG. 5 , block B 3  (length of three (3) units), block B 2  (length of two (2) units) and block B 1  (length of one (1) unit) when placed in the channel  53  with one of the blocks against the stop  56 , and the three blocks abutting each other, line up with the indicia  65  representing six (6) units on the scale  16 . Hence, the student can visually see that 3+2+1=6 by reading the scale  16 . These particular blocks  18  can be arranged in a different order (i.e., block B 2 , block B 1  and block B 3 ) to show that the lengths of these particular blocks  18  still add up to the value of six (6) units. As shown in  FIG. 5 , the unit marks  65  can display fractional unit lengths. Accordingly, the blocks  18  may correspond to addition and subtraction of fractional lengths to teach older students fractional units in a physical way and visual way. 
         [0033]    Regardless of the combination of the blocks  18  chosen to be placed in the track channel  53 , the length of the blocks  18  will line up with a unit mark  65  on the track  12 . For example,  FIG. 1  shows the combination of blocks B 10 , B 8 , B 2  and B 1  having lengths of ten (10) units, eight (8) units, two (2) units and one (1) unit respectively. The sum of the lengths for blocks B 10 , B 8 , B 2  and B 1  is illustrated by the unit markings  65  of twenty-one (21) units as noted on the scale  16 . Accordingly, the educational device A of the present disclosure allows the student to manipulate the blocks  18  with respect to the quantitative value QV denoted on the scale  16  to physically illustrate the arithmetic function of addition. In another example, the combination of blocks B 10 , B 8 , B 2 , and B 1  may be positioned on the track  12  wherein the student removes block B 1  to illustrate the subtraction of one (1) from twenty-one (21) resulting in twenty (20) would be noted on the scale  16 . Accordingly, the educational device A of the present disclosure allows the students to manipulate the blocks  18  to physically illustrate the arithmetic function of subtraction to the students. In other examples, the student may add and/or remove multiple blocks  18  to illustrate multiplication and division. For example, as shown in  FIG. 7 , three (3) blocks B 2  each being two (2) units in length can be placed on the track  12  to demonstrate that 3×2=6. By way of multiplication and division fact families, this will similarly show that two goes into six three times, and hence that six divided by two equals three (6+2=3) and that six divided by three equal two (6+3=2). 
         [0034]    With the track  12  mounted in the container slot  38 , as seen in  FIG. 1 , the blocks  18  will slide under the force of gravity to the stop  56 , which is at the beginning of the channel  53 . The track can also be used when lying on a flat surface (such as a table top). However, in this instance, the blocks will have to be pushed to the beginning of the track. As shown, the supported track  12  angles over the writing surface  32  to present a fully working environment for the student. In this way, the mathematical problem presented by the blocks (10+8+2+1 in  FIG. 1 ) can also be written on the surface  32 . 
         [0035]    Returning to  FIG. 1  and referring to  FIGS. 2-6 , the cover  20  of the container  10  in the closed position keeps the components contained within the interior space. A student or teacher slides the cover  20  of the container  10  to expose the interior. Then, the student or teacher may assemble the track members  12   a  to form the track  12 . As noted, the track can be mounted in one of the container side walls  24  or used flat. The student then places any combination of blocks  18  in the track channel  53  with the first block  18  resting against the stop  56 . The stop  56  keeps the blocks  18  from sliding off an end of the sequences track members  12   a  and also acts as a starting point for the placement of the block lengths to ensure that that scale will be properly read. 
         [0036]    In view of the above, it will be seen that the several objects of the disclosure are achieved and other advantageous results are obtained. As various changes could be made in the above constructions without departing from the scope of the disclosure, it is intended that all matter contained in the above description or shown in the accompanying drawings shall be interpreted as illustrative and not in a limiting sense. The slots  38  need not extend completely through the container walls  24 . In such a variation, the slots  38  would be formed complementary to the track key  54 , and the slot and the key would be shaped to prevent the track from being removed laterally from the slots. Thus, the track and key could be formed in any shape comprising a narrower portion and a wider portion. Hence, the track and key can be T-shaped, generally triangular or trapezoidal, or bulbous. Other means can be used to connect the track members  12   a  together. Although the slots  38  are shown to be in the side walls  26 , the slots  38  could alternatively be formed in the end walls  26 . Although the track is disclosed to include a channel, the track could, instead include a rail or rib, and the blocks could include a groove which is received over the track rail. These examples are merely illustrative.