Patent Publication Number: US-2021187384-A1

Title: Arithmetic educational game

Description:
BACKGROUND 
     1. Field 
     The present general inventive concept relates generally to a game, and particularly, to an arithmetic educational game. 
     2. Description of the Related Art 
     Math is an important skill for children to learn, even from a young age. For example, in most public schools, math is often the only course required to be taken every year. 
     However, learning math can present challenges for children. Many games exist on the market to help young children with basic math skills, but not all of them incorporate physical activity, which can enrich the learning experience. Games are an excellent activity to facilitate learning because often times, a player is actively engaged in the game. As such, combining games and education can keep children active while learning. 
     Therefore, there is a need for an educational game that utilizes a physical activity. 
     SUMMARY 
     The present general inventive concept provides an arithmetic educational game. 
     Additional features and utilities of the present general inventive concept will be set forth in part in the description which follows and, in part, will be obvious from the description, or may be learned by practice of the general inventive concept. 
     The foregoing and/or other features and utilities of the present general inventive concept may be achieved by providing an arithmetic educational game, including a game board, including a plurality of first colored shapes disposed on at least a portion of a front surface of the game board, a plurality of second colored shapes disposed on at least a portion of the front surface of the game board, a plurality of third colored shapes disposed on at least a portion of the front surface of the game board, and a plurality of fourth colored shapes disposed on at least a portion of the front surface of the game board, a ball to propel toward the game board, such that the ball connects to at least one of the plurality of first colored shapes, the plurality of second colored shapes, the plurality of third colored shapes, and the plurality of fourth colored shapes, and a plurality of cards to be drawn in response to the ball connecting to at least one of the plurality of first colored shapes and the plurality of second colored shapes. 
     The plurality of first colored shapes may be a first color. 
     The plurality of second colored shapes may be a second color. 
     The plurality of third colored shapes may be a third color. 
     The plurality of fourth colored shapes may be a fourth color. 
     The plurality of first colored shapes, the plurality of second colored shapes, the plurality of third colored shapes, and the plurality of fourth colored shapes each may include a fastener to prevent the ball from falling in response to connecting to the game board. 
     The ball may include a fastener portion disposed on a surface of the ball to connect the ball to the game board. 
     The plurality of cards may include a first set corresponding to the plurality of first colored shapes, and a second set corresponding to the plurality of second colored shapes. 
     The arithmetic educational game may further include an ionizing rod disposed on at least a portion of the game board to emit an ionized corona on the game board to remove static electricity therefrom. 
    
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
       These and/or other features and utilities of the present generally inventive concept will become apparent and more readily appreciated from the following description of the embodiments, taken in conjunction with the accompanying drawings of which: 
         FIG. 1  illustrates a front view of an arithmetic educational game, according to an exemplary embodiment of the present general inventive concept. 
     
    
    
     DETAILED DESCRIPTION 
     Various example embodiments (a.k.a., exemplary embodiments) will now be described more fully with reference to the accompanying drawings in which some example embodiments are illustrated. In the FIGURES, the thicknesses of lines, layers and/or regions may be exaggerated for clarity. 
     Accordingly, while example embodiments are capable of various modifications and alternative forms, embodiments thereof are shown by way of example in the figures and will herein be described in detail. It should be understood, however, that there is no intent to limit example embodiments to the particular forms disclosed, but on the contrary, example embodiments are to cover all modifications, equivalents, and alternatives falling within the scope of the disclosure. Like numbers refer to like/similar elements throughout the detailed description. 
     It is understood that when an element is referred to as being “connected” or “coupled” to another element, it can be directly connected or coupled to the other element or intervening elements may be present. In contrast, when an element is referred to as being “directly connected” or “directly coupled” to another element, there are no intervening elements present. Other words used to describe the relationship between elements should be interpreted in a like fashion (e.g., “between” versus “directly between,” “adjacent” versus “directly adjacent,” etc.). 
     The terminology used herein is for the purpose of describing particular embodiments only and is not intended to be limiting of example embodiments. As used herein, the singular forms “a,” “an” and “the” are intended to include the plural forms as well, unless the context clearly indicates otherwise. It will be further understood that the terms “comprises,” “comprising,” “includes” and/or “including,” when used herein, specify the presence of stated features, integers, steps, operations, elements and/or components, but do not preclude the presence or addition of one or more other features, integers, steps, operations, elements, components and/or groups thereof. 
     Unless otherwise defined, all terms (including technical and scientific terms) used herein have the same meaning as commonly understood by one of ordinary skill in the art to which example embodiments belong. It will be further understood that terms, e.g., those defined in commonly used dictionaries, should be interpreted as having a meaning that is consistent with their meaning in the context of the relevant art. However, should the present disclosure give a specific meaning to a term deviating from a meaning commonly understood by one of ordinary skill, this meaning is to be taken into account in the specific context this definition is given herein. 
     LIST OF COMPONENTS 
     
         
         
           
             Arithmetic Educational Game  100   
             Game Board  110   
             First Colored Shapes  111   
             Second Colored Shapes  112   
             Third Colored Shapes  113   
             Fourth Colored Shapes  114   
             Aperture  115   
             Ball  120   
             Fastener Portion  121   
             Cards  130   
             First Set  131   
             First Label  131   a    
             Second Set  132   
             Second Label  132   a    
             Ionizing Rod  140   
             Power Source  150   
           
         
       
    
       FIG. 1  illustrates a front view of an arithmetic educational game  100 , according to an exemplary embodiment of the present general inventive concept. 
     The arithmetic educational game  100  may be constructed from at least one of metal, plastic, wood, glass, ceramic, and rubber, etc., but is not limited thereto. 
     The arithmetic educational game  100  may include a game board  110 , a ball  120 , a plurality of cards  130 , an ionizing rod  140 , and a power source  150 , but is not limited thereto. 
     Referring to  FIG. 1 , the game board  110  is illustrated to have a rectangular prism shape. However, the game board  110  may be rectangular, circular, pentagonal, hexagonal, octagonal, or any other shape known to one of ordinary skill in the art, but is not limited thereto. 
     A plurality of mathematical operators may be disposed on at least a portion of a surface of the game board  110  to identify the mathematical operations being taught. For example, the mathematical operators of the game board  110  may include at least one of addition, subtraction, multiplication, and division. 
     The game board  110  may include a plurality of first colored shapes  111 , a plurality of second colored shapes  112 , a plurality of third colored shapes  113 , a plurality of fourth colored shapes  114 , and an aperture  115 , but is not limited thereto. 
     Referring again to  FIG. 1 , the plurality of first colored shapes  111 , the plurality of second colored shapes  112 , the plurality of third colored shapes  113 , and/or the plurality of fourth colored shapes  114  are illustrated to have square shapes. However, the plurality of first colored shapes  111 , the plurality of second colored shapes  112 , the plurality of third colored shapes  113 , and/or the plurality of fourth colored shapes  114  may be rectangular, circular, pentagonal, hexagonal, octagonal, or any other shape known to one of ordinary skill in the art, but is not limited thereto. 
     The plurality of first colored shapes  111  may be disposed on at least a portion of a front surface of the game board  110 . The plurality of first colored shapes  111  may have a first color (i.e. yellow). 
     The plurality of second colored shapes  112  may be disposed on at least a portion of the front surface of the game board  110 . The plurality of second colored shapes  112  may have a second color (i.e. red). 
     The plurality of third colored shapes  113  may be disposed on at least a portion of the front surface of the game board  110 . The plurality of third colored shapes  113  may have a third color (i.e. gray). 
     The plurality of fourth colored shapes  114  may be disposed on at least a portion of the front surface of the game board  110 . The plurality of fourth colored shapes  114  may have the third color and/or a fourth color. 
     Collectively, the plurality of first colored shapes  111 , the plurality of second colored shapes  112 , the plurality of third colored shapes  113 , and/or the plurality of fourth colored shapes  114  may be intermittently and alternately arranged in a pattern, such as a square, on the game board  110 . However, the pattern may be rectangular, circular, pentagonal, hexagonal, octagonal, or any other shape known to one of ordinary skill in the art, but is not limited thereto. 
     In other words, each of the plurality of first colored shapes  111  may be spaced apart on the game board  110 , such that each of the plurality of second colored shapes  112  and/or each of the plurality of third colored shapes  113  may be disposed therebetween. Also, each of the plurality of second colored shapes  112  and/or each of the plurality of third colored shapes  113  may be spaced apart with respect to each of the plurality of first colored shapes  111 . 
     Each of the plurality of fourth colored shapes  114  may be disposed at each corner of the pattern. 
     Furthermore, the plurality of first colored shapes  111 , the plurality of second colored shapes  112 , the plurality of third colored shapes  113 , and/or the plurality of fourth colored shapes  114  may include a fastener disposed on each shape thereof. For example, the fastener may include hooks and loops, a magnet, and/or an adhesive, but is not limited thereto. 
     The aperture  115  may allow the game board  110  to be suspended from a hook disposed on a wall. 
     The ball  120  may include a fastener portion  121 , but is not limited thereto. 
     The fastener portion  121  may include hooks and loops, a magnet, and/or an adhesive, but is not limited thereto. 
     The fastener portion  121  may be disposed on and/or within at least a portion of the ball  120 . The fastener portion  121  may facilitate connecting the ball  120  to at least one of the plurality of first colored shapes  111 , the plurality of second colored shapes  112 , the plurality of third colored shapes  113 , and the plurality of fourth colored shapes  114 . In other words, each of the plurality of first colored shapes  111 , each of the plurality of second colored shapes  112 , each of the plurality of third colored shapes  113 , and/or each of the plurality of fourth colored shapes  114  may receive the ball  120  thereupon in response to connecting to the fastener portion  121 , after the ball  120  has been propelled (i.e. thrown) toward the plurality of first colored shapes  111 , the plurality of second colored shapes  112 , the plurality of third colored shapes  113 , and/or the plurality of fourth colored shapes  114 . As such, the fastener of the plurality of first colored shapes  111 , the plurality of second colored shapes  112 , the plurality of third colored shapes  113 , and/or the plurality of fourth colored shapes  114  may prevent the ball  120  from falling therefrom. 
     The plurality of cards  130  may include a first set  131  and a second set  132 , but is not limited thereto. 
     The first set  131  may include a first label  131   a  (e.g., “Add um up”), but is not limited thereto. 
     The first set  131  may have the first color corresponding to the color of the plurality of first colored shapes  111 . The first label  131   a  may be disposed on a rear surface of each of the first set  131 . Additionally, the first label  131   a  may identify a first mathematical operation to perform, such as addition. 
     Each of the first set  131  may have a number disposed on a front surface thereof. Specifically, the first set  131  may have twenty-five cards, such that each of the first set  131  may have a number ranging from one through twenty-five. In other words, there may be only one number one, one number two, one number three, etc. 
     Furthermore, a card from the first set  131  may be drawn in response to the ball  120  connecting to at least one of the plurality of first colored shapes  111 . 
     The second set  132  may include a second label  132   a  (e.g., “Take Away”), but is not limited thereto. 
     The second set  132  may have the second color corresponding to the color of the plurality of second colored shapes  112 . The second label  132   a  may be disposed on a rear surface of each of the second set  132 . Additionally, the second label  132   a  may identify a second mathematical operation to perform, such as subtraction. 
     Each of the second set  132  may have a number disposed on a front surface thereof. Specifically, the second set  132  may have twenty-five cards, such that each of the second set  132  may have a number ranging from one through twenty-five. In other words, there may be only one number one, one number two, one number three, etc. 
     Furthermore, a card from the second set  132  may be drawn in response to the ball  120  connecting to at least one of the plurality of second colored shapes  112 . 
     The ionizing rod  140  may be disposed away from the plurality of first colored shapes  111 , the plurality of second colored shapes  112 , the plurality of third colored shapes  113 , and/or the plurality of fourth colored shapes  114  on at least a portion of the game board  110 . 
     The ionizing rod  140  may emit an ionized corona toward the plurality of first colored shapes  111 , the plurality of second colored shapes  112 , the plurality of third colored shapes  113 , and/or the plurality of fourth colored shapes  114  to remove static electricity therefrom. In other words, the ionizing rod  140  may prevent static electricity from collecting on the game board  110 . 
     The power source  150  may include a battery and a solar cell, but is not limited thereto. 
     The power source  150  may send power to the ionizing rod  140 . 
     The arithmetic educational game  100  may be played with at least two players. The arithmetic educational game  100  may be played by a player throwing the ball  120  toward the game board  100 , such that the ball  120  may connect to at least one of the plurality of first colored shapes  111 , the plurality of second colored shapes  112 , the plurality of third colored shapes  113 , and/or the plurality of fourth colored shapes  114 . If no connection is made, the player is considered to have made no score and another player may begin a turn. 
     If a connection is made on at least one of the plurality of first colored shapes  111 , a card from the first set  131  may be drawn to determine a point, which is added to a score. If a connection is made on at least one of the plurality of second colored shapes  112 , a card from the second set  132  may be drawn to determine another point, which is subtracted from the score. If a connection is made on at least one of the plurality of third colored shapes  113 , the player may elect to add or subtract five points from the score. If a connection is made on at least one of the plurality of fourth colored shapes  114 , the player may elect to add or subtract ten points from the score. 
     The first set  131  and/or the second set  132  may be reshuffled in response to a last card being drawn, such that a new deck may be created. 
     The first player to score exactly fifty points wins. Any player that reaches less than negative fifty points is automatically eliminated. 
     Therefore, the arithmetic educational game  100  may allow a player to engage in a physical activity and learn math operations at the same time. 
     The present general inventive concept may include an arithmetic educational game  100 , including a game board  110 , including a plurality of first colored shapes  111  disposed on at least a portion of a front surface of the game board  110 , a plurality of second colored shapes  112  disposed on at least a portion of the front surface of the game board  110 , a plurality of third colored shapes  113  disposed on at least a portion of the front surface of the game board  110 , and a plurality of fourth colored shapes  114  disposed on at least a portion of the front surface of the game board  110 , a ball  120  to propel toward the game board  110 , such that the ball  120  connects to at least one of the plurality of first colored shapes  111 , the plurality of second colored shapes  112 , the plurality of third colored shapes  113 , and the plurality of fourth colored shapes  114 , and a plurality of cards  130  to be drawn in response to the ball  120  connecting to at least one of the plurality of first colored shapes  111  and the plurality of second colored shapes  112 . 
     The plurality of first colored shapes  111  may be a first color. 
     The plurality of second colored shapes  112  may be a second color. 
     The plurality of third colored shapes  113  may be a third color. 
     The plurality of fourth colored shapes  114  may be a fourth color. 
     The plurality of first colored shapes  111 , the plurality of second colored shapes  112 , the plurality of third colored shapes  113 , and the plurality of fourth colored shapes  114  each may include a fastener to prevent the ball  120  from falling in response to connecting to the game board  110 . 
     The ball  120  may include a fastener portion  121  disposed on a surface of the ball  120  to connect the ball  120  to the game board  110 . 
     The plurality of cards  130  may include a first set  131  corresponding to the plurality of first colored shapes  111 , and a second set  132  corresponding to the plurality of second colored shapes  112 . 
     The arithmetic educational game  100  may further include an ionizing rod  140  disposed on at least a portion of the game board  110  to emit an ionized corona on the game board  110  to remove static electricity therefrom. 
     Although a few embodiments of the present general inventive concept have been shown and described, it will be appreciated by those skilled in the art that changes may be made in these embodiments without departing from the principles and spirit of the general inventive concept, the scope of which is defined in the appended claims and their equivalents.