EA043972B1 - DEVICE AND METHODS OF TRAINING BY THE "BALL IN A CELL" PRINCIPLE - Google Patents

Description

Field of technology to which the invention relates

The present invention relates to apparatus and methods designed to provide children with the opportunity to become familiar with, understand, and independently learn mathematics and numeracy.

Background to the invention and prior art

The essence of subitization lies in the possibilities provided by the three elements. Every animal from birth can distinguish between three fields of vision, namely right, central and left. The present invention takes advantage of these subitizing capabilities. In addition, humans have vertical layers, namely at ground level, at eye level and above the head. The result is a three-by-three zoned matrix, for a total of nine zones of attention. Therefore, base 10 numbers are naturally suited to people's oversubitized perception. Fingers and finger counting are not applicable.

Using modular components, the present invention has a wide scope of application for all numerical sciences. However, base 10 mathematics will be the focus of this disclosure because base 10 mathematics is the first numbering science children learn. Because the present invention utilizes their arsenal of subitizing capabilities, children have an innate ability to automatically learn the principles underlying mathematics and other numeracy. The device they play and learn on should reinforce correct actions and minimize the possibility of mistakes and self-doubt.

The device according to the present invention, for example shown in FIG. 1B in one of its many adaptable multi-register forms, in this case with three rows/registers, five categories and one tray layout, is not known from the prior art. The closest facsimile edition, solely in terms of planar layout content, was based on a hand sketch in the archives of the Royal Danish Library in 1908. In a single manuscript dated 1615, under the title El Primera Nueva Coronica y Buen Gobiemo by the author Felipe Guaman Poma de Ayala (Felipe Guaman Poma de Ayala), presents a sketch of what modern historians call Ayala's yupana, that is, the Incan abacus. Ayala's sketch is reproduced in Fig. 1A, rotated counterclockwise by 90°. No other similar design exists, and no practical implementation has been discovered. Also, no one knows what symbols were used in Ayala's Yupan. Although it is naturally designed for a base 12 number system, several Western-oriented base 10 number models have been forced to fit, so Ayala's yupana acts as a planar, single-register base 10 abacus. In 2001, Nicolino de Pasquale proposed a model with a base 40 number system.

The essence of the invention

In one aspect of the present invention, the preferred training site for base 10 number state representations is a compact, oversubitized square cell on which training tokens are moved to training locations on the training board. In illustrative embodiments, the training area is referred to as a single-digit square, the training tokens are referred to as marbles, the training locations are referred to as bead placement areas, and the training board is referred to as a candy board. In the design, the cells form a relief with a subitization-based arrangement of areas for placing balls, which breathes life into the human brain's ability to perceive over-subitization. The tenth ball placement area, representing the fill state, which can be compared to all ten fingers extended, is located in the upper left corner of each single-digit square.

Preferably, an appropriate cultural and linguistic symbol is printed within each bead placement area and on the cell. For example, in the arrangement of ball receiving areas shown in FIG. 2A shows a sequence of values from right to left (larger values are on the left) with increasing rows/steps (larger values are on top), printed using traditional Hindu-Arabic numeral characters, namely 0 to 9 inclusive. Typographic signs serve as a foundation for the future so that over time children themselves acquire the skills to use the symbols used by adults. As can be clearly seen in Fig. 6AA-6JJ, when beads occupy bead spaces on a single-digit square, the number of beads, bead pattern, and number value/state are reinforced by the number sign on the next higher bead space. In fig. 6KK shows the filling state TEN.

The present invention applies the golden rule: without recognition, learning becomes imposition rather than acquisition. In the single-digit square, the increase from 0 to TEN includes eleven states and ten changes of state, as depicted in the eleven figures 6AA to 6KK inclusive. What children see visually are eleven states. What children do not see visually are the ten changes of state, since they are mental constructs,

- 1 043972 called counting, i.e. changes in state through magnification.

Another form of training area is a tray-shaped cell. A tray cell corresponding to a cell related to a single-digit square is shown in FIG. 3A in plan view and sectional views of FIG. 3B and 3C, which also show the preferred ball. Tray-shaped cells complement the adjacent single-digit squares for storing balls.

One or more cells, such as single-digit squares and trays, can be assembled into combined tessellations in an embodiment of a learning board, called a candy board in children's parlance. As examples, in FIGS. 2A shows the cell as a stand-alone block, and FIG. 1B, 4 and 5 depict a union of several cells belonging to a tessellation scheme.

The candy boards of the present invention may be a customized module assembled from a cell and a complex of cells connected to each other through various connecting mechanisms, including overlapping cells and base plates, to create the desired tessellation pattern. Candy boards can also be single-row, play-ready, one-piece blocks that imitate an abacus, or two-row, three-row, and higher-order assemblies with or without built-in trays. In fig. 1B, 4, 5, 9A and 9B provide examples of such problem-oriented layouts.

The bead placement areas, preferably containing printed markers, are preferably recessed into the cell substrate to create a profile associated with the cavity containing the beads, namely the teaching chips. Although all ball placement areas, such as those shown in FIG. 2A and shown in section in FIG. 2B and 2C are preferably shaped like a circular cavity to fit candy-shaped balls, such as M&Ms, but may take any predetermined shape.

The risk of suffocation should be avoided at all costs. Since the candy is inexpensive, there is no reason not to use edible balls. Based on the sizes of M&Ms, Skittles and Smarties, the preferred balls are usually round, elliptical or oval, finger-friendly candy.

As depicted in the single-digit square shown in FIG. 2A, two horizontal channels and one vertical channel provide paths for sliding movement of the balls, since sliding movement is preferable to indoors. These channels frame three edges that surround and thus form a plateau area of bead placement sites. For other types of scientific modeling, for example, electron shells of an atom, the number of channels and plateau regions may be more than one.

Preferably, the single digit square is bordered by a right ball control stop and a left ball control stop. Such fencing with limiters is aimed at ensuring the grouping of cells, like a system of categories, i.e. numerical order of magnitude. Similar to how the single-digit square provides cell grouping, each tray has three stoppers to keep the balls within a specific category. The primary purpose of the method of bringing the decomposed state into balance is to step over or overcome the fence with limiters, which breaks the candy board into categories or groups.

Mathematical notations of order of magnitude map directly onto the categorization system of a single-digit square related to a candy board. For example, in FIG. 4, which shows a three-row candy board consisting of four categories, the pointer indicating the Candy category. All higher categories tessellate to the left, for example the Packaging category shown in FIG. 4, which uses an alternative index in the form of an illustration, and so on. Mimicking the real world, categories use child-friendly names and designs to hold candy, such as Packages, Bags, Boxes, and so on.

Preferably, each single-digit square belonging to the same category is colored and has a consistent color. Therefore, a fully functional candy board appears as several vertical stripes with a light shade of color that correlate with a set of category-specific balls with a darker shade of a similar color.

Preferably, the trays use colors to indicate a category that matches the color used in single-digit squares belonging to the same category. Preferably, the label-like or illustrative indicators indicate the category to which the tray belongs. As shown in FIG. 4, for example, one or more tray-like cells function as a bead storage space in conjunction with one or more single-digit square cells in an arrangement in a particular tessellation embodiment. Other such embodiments are depicted in FIGS. 1B, FIG. 5, fig. 9A and 9B.

The physical movement of a ball on a structured, rule-applying surface such

- 2 043972 as rows and categories, limiters, channels and area for placing the ball, with a location or number mark, can be designed as a narrative line and unambiguously expressed through the directions of movement. Therefore, storytelling on a physical candy board can be a means of demonstrating concepts that are not easily explained. Essentially, the balls can be thought of as imaginary cars that move back and forth between houses, called ball lots, and color-coded parking spaces, called trays.

In fig. 6A-6J depict stencils along the left margin of the graphics, optionally containing signage, with optional cutouts. When applied to a single-digit square, stencils are the preferred means of applying the correct number of bead placement patterns and bead pattern specific to the particular stencil. The cutouts allow the underlying character to be seen, printed on a predetermined area to place the ball on the single-digit square. This reinforces the association of the bead pattern with the digital symbol. The cutouts can also act as areas for placing balls when unfolded. This simulates the hammering of the radix when the radix of a single-digit square is decremented, as illustrated in FIG. 8A, 8B and 8E and how it applies to the timer tessellation shown in FIG. 9A.

Preferably, tokens containing the indicators shown in FIG. 6K and 7 in the form of a set, act as a replacement for balls that are placed on a square with single-digit numbers. Tokens are the main tool for weaning a child off marble patterns. Tokens are also one means of showing algebraic substitution on the candy board.

In another individualization of a single-digit square using pointers if necessary, FIG. 8D shows how a kludge on a square of single-digit base 10 numbers can simulate bases all the way to hexadecimal, i.e. ounces, and for base 12 number system, i.e. inches or hours, as shown in FIG. 8C.

While gameplay on a physical candy board is preferred, especially in the earliest phases of a child's learning, computer-controlled display devices designed based on the layout and techniques of a physical candy board provide greater flexibility for dynamically animating narrative lines in games of higher complexity or when detecting and correcting erroneous gameplay is of utmost importance.

Whether single-digit smart squares standalone, single-digit squares coupled to a computer, or single-digit square equivalents in the form of a display device, in a computer-controlled embodiment of the device, the narrative lines are preferably presented in the form of text, audio, or video, or any their combinations. Whether an embodiment locally limited to a school or distributed over the Internet, a networked embodiment allows an instructor to explain a general problem to students in detail, but be such that each student has a unique version of the problem to be solved on his or her personal display device.

Computer-controlled embodiments are well suited for strictly applying the narrative line and rules of the problem at hand. For example, a computer-controlled device can direct a teacher to join in the process or can handle simple questions on its own. For example, applying the order in which the ball/badges are placed so that the child follows an order of 0 followed by 1, followed by 2 and followed by 3, rather than an order of 2, 1, 0 and 3 or any other chaotic sequence and placement of balls.

The computer-controlled embodiment offers an expanded range of options for personalized interaction. For example, each time a child correctly moves a ball/icon colored according to the Packaging category to place it on area 2 to place the ball in the Packaging category in a row of single-digit squares representing the supply of candy in some pantry of the story line, this change in state causes The computer-controlled display and voice system respond as follows: After adding a new package, there are now three packages of candy in the pantry.

All other modes of representation paralleling the physical and digital game board models and their associated modes are also envisioned as future technologies invent and implement new interaction devices. Such interaction devices include 3D virtual reality configurations, physical 3D configurations, and direct mapping of real fingers and finger patterns onto virtual single-digit configurations along with associated gestures and expressions to animate the ways in which a game scenario is played out.

Brief description of graphic materials

In fig. 1A shows a sketch of a single-row Ayala yupana of five orders of magnitude, which,

- 3 043972 is believed to be prior art dating back to the ancient Incas.

In fig. 1B shows a five orders of magnitude candy board consisting of three rows.

In fig. 2A, 2B, 2C depict a single-digit base 10 square in plan and elevation views in which the tessellation relationships are not shown for clarity.

In fig. 3A, 3B, 3C depict a single ball tray in plan and elevation views in which the tessellation relationships are not shown for clarity.

In fig. Figure 4 shows a candy board with three rows of single-digit squares, with top and bottom trays.

In fig. 5 shows a candy board having two rows of single-digit squares, with top and bottom trays.

In fig. 6A-6K and 6AA-6KK illustrate ten stencils and a TEN tag along the left margin with their corresponding bead pattern variations along the right margin.

In fig. Figure 7 illustrates examples of typographic symbols on a standard token set.

In fig. 8A-8E illustrate modification tools for arithmetic systems with bases 2, 8, 12, 16, and 60.

In fig. 9A and 9B illustrate the tessellation of day:hour and minute:second clocks with a mixed radix on a candy board in a calculated example.

In fig. 10A-10D illustrate decomposition equilibration bringing the decomposed TENS into normal canonical form in the calculated example.

In fig. 11 is an example of a Method 632M table expressed in the form of a pencil-on-paper entry, demonstrating symmetry and simplicity.

Detailed Description of Illustrative Embodiments of the Present Invention

In fig. 1B depicts an exemplary embodiment of a five orders of magnitude candy board consisting of three rows in accordance with the present invention. The candy board includes a plurality of single-digit squares 27 and trays 28. A standard single-digit square 27 is shown in plan view in FIG. 2A and in the sectional views of FIG. 2B and 2C taken along the lines indicated in FIG. 2A. Each single-digit square 27 has a plurality of ball accommodating portions 11, 17, and a corresponding character 10 is imprinted within each bead accommodating portion 11, 17 on the cell. Each single-digit square 27 additionally has a right ball control stop 12, a left ball control stop 13, a first horizontal channel 14, a second horizontal channel 15, and a vertical channel 16. Channels 14, 15, 16 flank three corresponding edges 14A, 15A, 16A, which form a plateau area of areas for placing single-digit square 27 balls. A standard tray 28 is shown in plan view in FIG. 3A and in the sectional views of FIG. 3B and 3C taken along the lines indicated in FIG. 3A. Each tray 28 has three stops 21, 22, 23 that surround the tray on three sides to keep the training chips 24 within a specific category on the candy board. The educational chips 24 are also referred to herein as balls and may include a relatively small, round, oval, finger-friendly edible candy such as M&Ms, Skittles, or the like.

In fig. 4 depicts another exemplary embodiment of a candy board according to the present invention that has three rows of single-digit squares 27 with top and bottom trays 28. The three-row, four-category candy board that is depicted in FIG. 4 has an alphanumeric indicator 25 indicating the Candy category and an alternative illustrative indicator 29 indicating the higher Packaging category that tessellates to the left of the Candy category. In fig. 5 depicts another exemplary embodiment of a candy board according to the present invention, which has two rows of single-digit squares 27 shown in FIG. 2A, with the upper and lower trays 28 shown in FIG. 3A.

In fig. 6A-6J illustrate stencils 30-39 that may be provided with optional printed indices and/or optional holes or cutouts 40-49. Corresponding bead pattern embodiments for stencils 30-39 are illustrated in the respective FIGS. 6AA-6JJ. When applied to the single digit square 27, stencils 30-39 are the preferred means of applying the correct number of beads placement pattern and corresponding stencil-specific bead pattern option. The cutouts 40-49 allow the underlying character 10, printed on the corresponding bead placement area on the single-digit square 27, to be viewed through the stencil, thereby enhancing the association of the bead pattern with the digital symbol. The cutouts 40-49 can also function as areas for placing balls in the unfolded state.

In fig. 6K and 7 illustrate that one or more pointer tokens 26 in a set can act as a substitute for balls that are placed on square 27 with unambiguous

- 4 043972 in numbers. In one embodiment, tokens 26 may serve as a primary means of weaning a child away from marble patterns. In another embodiment, the tokens 26 may serve as one of the means for indicating algebraic substitution on the candy board.

In fig. 8A-8E illustrate another exemplary embodiment of the present invention including modification means for base 2, 8, 12, 16, and 60 arithmetic systems. In fig. 9A and 9B illustrate another embodiment of the present invention including tessellation of day:hour and minute:second mixed radix clocks on a candy board in a calculated example. In fig. 10A-10D illustrate another embodiment of the present invention involving decomposition equilibration bringing the decomposed TENS into normal canonical form in the calculated example. In fig. 11 illustrates another exemplary embodiment of the present invention in an example of a table according to method 632M, expressed in the form of creating a pencil-on-paper entry demonstrating symmetry and simplicity.

Since the simulation and gameplay of the device are clear to anyone skilled in the art, two basic methods that fully cover the use of the device to perform addition, subtraction, multiplication and division provide detailed information on the use of the device.

Example 1: method of bringing the decomposed state into equilibrium.

Bringing the decomposed state into balance is how the candy board imitates the pencil-on-paper writing methods called Transfer and Borrow. Bringing the decomposed state into equilibrium is the preferred way for one group/category of cells to interact with another group/category of cells. On the 27 square with single digits, when unfolded, blocking occurs when the balls occupy every valid space for placing a ball. As shown in FIG. 2A, the bead placement area 17 labeled 9 is preferably located on the single-digit square 27 at the junction of the horizontal channel 15 and the vertical channel 16. Once the ball has occupied this bead placement area during the addition operation, namely the combination of two values on two rows on the candy board, this physically blocks the ball from further sliding in the channel to the 27 single digit square. This physical blockage manifests itself in what is called TEN in the unfolded state, i.e. the number of balls and the pattern of balls shown in Fig. 6KK.

In a broader sense, the spread-out equilibrium method is triggered whenever an uncompleted operation in a cell results in a spread-out ball position. Preferred cell designs employ a ball housing arrangement that causes a physical blockage that delays further play with the ball. In order for the operation to continue further, the method of bringing the decomposed state into equilibrium must remove the blockage. The pending operation can then be resumed. Otherwise, the pending operation must be aborted and the associated exception condition process must be executed.

The convincingly developed ball-in-cell model is excellent for solving many seemingly complex problems. For example, mixed-radix systems such as days, hours, minutes, and seconds can be represented and manipulated to solve a complex problem. As shown in FIG. 9A, double squares with single digit numbers are used for seconds and minutes. The hours are divided into two intervals of one dozen, one for the Before Noon value, and an arc for the After Noon value. The first category of clock uses a kludge on a square of single-digit base 12 numbers, as shown in FIG. 8C. The AM/PM category uses a base 2 binary stencil adapted from the basic form shown in FIG. 8A. For days, base 10 is used. In fig. 9A and 9B illustrate how the candy board operates on mixed-base arithmetic by adding 7 hours, 43 minutes, and 38 seconds to 1 day, 10 p.m., 26 minutes, and 12 seconds.

Rigor promotes recognition. In clock tessellation, the double square sub-node with single-digit numbers imitates the base 60 of the number system using a special stencil. In fig. Figure 8E shows the use of the Seconds stencil, in which a cutout set at the location labeled 5, when placed over a single-digit square, allows the 5 to show through. For example, with five balls in the left single-digit square and nine balls in the right, the typographic value 59 is displayed. When adding 1 second to 59, the TEN is blocked in the unfolded state, i.e. 5TEN. Equilibrating the unfolded state of TEN causes the sixth ball to fall into the recess on top of the unfolded cutout 5 on the stencil, which overlaps the mark 5 printed on the cell ball receiving area, i.e. a second blockage occurred in the unfolded state. According to the rule of chain reaction, after

- 5 043972 as the second bringing into equilibrium of the decomposed state occurred, the candy board takes the form 100, namely 1 minute, 00 seconds in canonical form. The chain reaction is shown in Fig. 10A10D, on which 199 plus 1 creates a chain reaction by balancing the decomposed state into the canonical form of 200. This may seem like tedious overkill, but the device is rigorous in providing the child with visual and tactile means to explain step by step him counting processes and simplify their understanding.

During the subtraction operation, in the initial placement pattern in areas of the candy board with two rows of single-digit squares, the subtrahend is placed on the bottom row of single-digit squares, and the minuend is placed on the top row of single-digit squares. The goal is to completely zero out the deductible. Subtraction is a game in which the child simultaneously slides marbles from the top and bottom rows of single-digit squares into adjacent top and bottom trays. Blocking position A loan occurs when the minuend in the focal category is reduced to zero marbles, but there are still marbles left in the subtrahend. In this case, the decomposition equilibrium of subtraction indicates that the ball in the next higher minuend category is slid into the tray, and the ten balls in the focal minuend category are slid out of the tray to fill each spot to place the ball in the focal square with unambiguous numbers of the minuend, forming a pattern of TEN balls, shown in Fig. 6KK. The method is equivalent to dividing a one dollar bill into ten dimes. When blocking is allowed, the child resumes simultaneous sliding of balls from single-digit squares of both the minuend and the subtrahend until the subtrahend is zeroed out. This process applies as a general rule. Consider the problem of subtracting hours with a mixed base number system. Starting with the layout shown in FIG. 9B, the child places 7 hours, 43 minutes and 38 seconds on the top row of single-digit squares, namely the subtrahend, as depicted in the top row of single-digit squares shown in FIG. 9A. Once the subtraction is complete, the minuend is 1 day, 10 p.m., 26 minutes, and 12 seconds, as depicted in the bottom row of single-digit squares shown in FIG. 9A, and the top row of single-digit squares is now completely zeroed, as depicted in the top row of single-digit squares shown in FIG. 9B.

Bringing the decomposed state into equilibrium is also a means for bringing component-wise representations of values into normal canonical representations and vice versa. For example, on a candy board, during addition, the operation of packing candies converts TEN Candies in the unfolded state into 1 Pack, 0 Candies, namely 10 in the canonical form adults pronounce out loud as ten. In fig. 10B-10D show that the TEN form is reduced to the TEN form, which is reduced to the canonical writing form 200.

Example 2: method 632M on a candy board.

Oversubitization splits the states of the square with single-digit numbers from 0 to 9 inclusive into two components. The components are 6, 3, 0 making up the Crest (vertical axis), and the components 2, 1, 0 making up the Rib (horizontal axis), except that 9 is 6+3. This formulation creates a two-level tree representing each single-digit number. The Comb+Rib approach leads to table. 632M, which skillfully handles so-called complex multiplication and division operations, as illustrated by the pencil-on-paper form in FIG. eleven.

The M in 632M denotes the base multiplicand or divisor value relevant to the problem, also called the M value of the form 1M associated with the S value of the form 1S. 632 denotes three other values of S, namely 6S, 3S and 2S, which are additional multiples of 1M calculated by three addition operations.

The 632M method of multiplying and automatically generating quotients allows children to perform multiplication and division without multiplication tables, without having to memorize them, without performing single-digit multiplication in their heads, and without approximating the possible single-digit number that represents the quotient; instead, the quotient is automatically generated by as 632M division occurs. The method requires 1.4 additions or subtractions on average for each factor or single-digit number representing the quotient.

Table 632M, which is expressed in the form of a candy board called board 632M, contains a column for four S values with an adjacent column for four M values, where the column is one category higher than the 1M value so that the maximum possible 6M value is accommodated. In fig. 11, which illustrates the breakdown of Method 632M by the pencil-on-paper method, points out the symmetry inherent in multiplication and division when viewed through the lens of oversubitization. With a value of M equal to 462, table. 632M has the appearance of double tables. 632M located side by side at the top/center of FIG. 11. The S values contained in the central vertical column, equal to 6, 3, 2, 1 (or M), indicate the factors of the base multiplicand or divisor value, as appropriate. The S values are used in the automated version of the cascade process, at

-

Claims (11)

called cascading of a cycle with a continuation condition, whereby method 632M and table. 632M can be generalized to operations in radix systems other than radix 10 systems. Moreover, the 632M method is open to obvious optimizations, such as a downward control flow execution tree requiring no more than two operations on the value of M. Certain single-digit numbers repeated in the multiplier may produce a better choice of value for M, such as 532M, e.g. whenever 5 outnumbers 6 by a ratio of two to one, and 9 is rare. Likewise for the 742M and 732M, which have an additional four additions to accommodate the M table, but which otherwise oversubbitize beyond base 10, which is also characteristic of the 632M, and are optimal also for base 11. Similar extensions of the method are applicable to other bases of the number system. For example, when using table. 632M with nine M values equal to 50/40/30/20/10, with its layout having an additional nine additions, the base 60 arithmetic system requires no more than 3 operations at each step. Placing the board 632M, consisting of four rows, is carried out as follows. Step (A): Place several S values from the top to the bottom rows, namely 6, 3, 2, 1, in the S value field of the board 632M. Stage (B): place the value 1M both in the bottom, next row above, and in the top row (rows S = 1, 2, 6). Step (C): Add the bottom row with the next row above, which gives 2M in the row S=2. Step (D): Copy the value 2M into the row above it (row S=3). Step (E): Add the topmost row (S=6) down to the row below, resulting in 3M in row S=3. Step (F): Copy the 3M value to the topmost row and bottom row (rows S=1 and 6). Step (G): Add the bottom row with the topmost row, resulting in 6M in the topmost row. Alternatively, double the topmost row in place, which makes the step (F) process of copying 3M to the bottom row unnecessary. Step (H): Finally, place the value 1M in the bottom row (S=1). The board 632M, separated from the candy board, facilitates both category shifting and copying of preset M values onto the candy board in the partial product row for multiplication and the divisor/subtract row for division. The child is only required to repeat the addition-shift process for multiplication or the subtraction-shift process for division, as illustrated in FIG. 11, using board 632M as a template for placing values on the candy board. CLAIM 1. A set for performing the basic four arithmetic operations, containing: a board having square cells (27) arranged in parallel rows, each of which has nine sections (11), designated by numbers from zero to eight, configured to accommodate chips on them and arranged in the form of a matrix inside the plateau area of the sections, limited by the corresponding edges (14A, 15A, 16A) of three channels (14, 15, 16) formed on the specified cell (27), and a separate section (17) located separately from the matrix of each cell (27) outside the specified plateau at the intersection of two of the specified channels (15, 16) and intended for placing a chip on it after placing the chips on all sections of the matrix of the corresponding cell or on a predetermined number of these sections in a given order; and chips (24) intended for placement in the indicated areas (11, 17). 2. The set according to claim 1, wherein each of the cells (27) has an edge (12, 13), and the edges (12, 13) of adjacent cells (27) are located adjacent to each other to form a board. 3. The set according to claim 1, in which at least one of the channels (14, 15, 16) formed on the cell (27) is intended for sliding movement of the chips (24) along the cell (27). 4. The set according to claim 3, in which said separate section (17) is located at the junction of the horizontal channel (15) and the vertical channel (16), forming paths for the sliding movement of the chip. 5. The set according to claim 3 or 4, in which two horizontal channels (14, 15) and one vertical channel (16) provide paths for the sliding movement of the chip. 6. A set according to any one of claims 1 to 5, wherein said separate region (17) located outside of said plateau area is preferably located in the upper left corner of the cell (27). 7. Set according to any one of claims 1-6, in which the specified sections (11), indicated by numbers, and a separate section (17) are recessed into the cell (27). 8. The set according to any one of claims 1 to 7, in which the specified areas indicated by numbers and a separate area have printed indicators. 9. A set according to any one of claims 1 to 8, in which a plurality of cells (27) are collected into a combined tessellation. 10. The set according to claim 1, wherein the cells (27) have at least one edge, and wherein the edges of adjacent cells (27) border to form a tessellation that forms a board. 11. A kit according to any one of claims 1 to 10, comprising a stencil (30-39), optionally containing indicators, with optional cutouts (40-49), the stencil being a means of applying the pattern -