GB2152266A

GB2152266A - Multi-purpose instructing device

Info

Publication number: GB2152266A
Application number: GB08334672A
Authority: GB
Inventors: Yao-Psong Wang
Original assignee: WANG YAO PSONG
Current assignee: WANG YAO PSONG
Priority date: 1983-12-31
Filing date: 1983-12-31
Publication date: 1985-07-31
Also published as: GB2152266B; GB8334672D0

Abstract

A multi-purpose instructing device comprising one hundred block 1,2...8,9,10 divided into ten sets and a calculating frame 60 having two grooves 4 5 which are designed so that the blocks placed therein may be moved along. The blocks of the same set are of a size and color but the blocks of different sets differ in color and length. The multi-purpose instructing block is useful to interest the children in calculating, distinguishing between colors, learning alphabets in addition to making toy houses. <IMAGE>

Description

SPECIFICATION Multi-purpose instructing block The present invention relates to a multi-purpose instructing block whereby the children may learn how to calculate.

Although various kinds of building blocks have been proposed, none of them can lead to satisfactory result.

Accordingly, the inventor of the present invention has decided to design a building block whereby the children may learn calculation, colors and alphabets as well as making toy houses.

It is a primary object of the present invention to provide a multi-purpose instructing block which is especially designed for teaching children to calculate.

It is another object of the present invention to provide a multi-purpose instructing block which is dsigned for teaching children to read.

It is still another object of the present invention to provide a multi-purpose instructing block which is designed to teach children to distinguish between colors.

It is still another object of the present invention to provide a multi-purpose instructing block which may be used to make toy houses, etc.

It is still another object of the present invention to provide a multi-purpose instructing block which is easy to manufacture.

It is a further object of the present invention to provide a multi-purpose instructing block which is easy to use.

It is still a further object of the present invention to provide a multi-purpose instructing block which is convenient to carry.

Other objects and merits and a fuller understanding of the present invention will be obtained by those having ordinary skill in the art when the following detailed description of the best mode contemplated for practicing the invention has been read in conjunction with the accompanying drawings wherein like numerals refer to like or similar parts and in which:: Figure 1 is a perspective view showing the first block of each set of the multi-purpose instructing block embodying the present invention; Figure 2 is a perspective view showing the rear sides of the blocks of the first set of the multi-purpose instructing block; Figure 3 shows the calculating frame of the multi-purpose instructing block; Figure 4 shows how to use the present invention to find the sum of one-digit numbers; Figure 5 shows how to use the present invention to add up two-digit numbers; Figure 6 shows how to use the present invention to solve a simple problem in subtraction; Figure 7 shows how to use the present invention to solve a simple problem in multiplication; Figure 8 shows how to use the present invention to solve a simple problem in division; Figure 9-A shows how to use the present invention to find out the fractional relationship between two numbers;; Figure 9-B shows how to use the present invention ot find out the multiple relationship between two numbers; and Figure 10 is a perspective view showing the container of the present invention.

The multi-purpose instructing block according to the present invention comprises 100 blocks which are divided into 10 equal sets each having 10 blocks. The first block of each set is shown in Fig. 1. The blocks of all sets are equal in width and height. The blocks of the same set are of a size and color but the blocks of different sets differ in color and length. The blocks of the first set are marked by 1, the blocks of the second set are marked by 2, . . and the blocks of the tenth set are marked by 10. In this preferred embodiment, the blocks of all sets are 4cm high and 1.6cm wide (as shown in Fig. 1). The blocks marked by 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10 are 1cm, 2cm, 3cm, 4cm, 5cm, 6cm, 7cm, 8cm and 1 Ocm in length respectively.

With reference to Fig. 3 there is shown a perspective view of the calculating frame of the present invention. As illustrated, the calculating frame (60) comprises two parts. The first part includes three boards (11, 21, 31), a base board (not shown) on which are fixed the three boards, and a side board (9) joined to the three boards (11, 21, 31), which are arranged to form two grooves (4) and (5). The second part is identical to the first in structure, and includes three boards (12, 22, 32), a base board (not shown) on which are fixed the three boards, and a side board (9), which are arranged to form two grooves (4) and (5).

The two parts are joined together by two connectors (6) each provided with two protuberances (8). Each one of the boards (11) and (12) is 4.2cm high and is divided into 50 equal lattices; the lattices of the board (11) are marked by 1, 2, 3, . . . 50 while the board (12) are marked by 51, 52, . . . 100.

Each one of the boards (21) and (22) is 3.2cm high and is divided into 20 equal lattices; the lattices of the board (21) are marked by 5, 10, . 50 while the lattices of the board (22) are marked by 55, 60,. . 100. Each one of the boards (31) and (32) is 2.2cm in height and is divided into 10 lattices; the lattices of the board (21) are marked by 10, 20,. .50 while the lattices of the board (22) are marked by 60, 70,.

100.

Turning to Fig. 4, there is shown the way how to use the present invention to add up one-digit numbers. First place the blocks desired to be added up into the groove (4) of the calculating frame (60) and then push them to the left with reference to Fig. 4 to contact the side board (9) (not shown in Fig. 4). Then, the number of line aligned with the most right edge of the blocks is the sum of the blocks placed into the groove (4). As illustrated, three blocks respectively marked by 3, 4 and 8 are first placed into the groove (4) and then pushed to the left with reference to Fig. 4 to be in contact with the side board (9) (not shown in Fig. 4). Then, the number of the line aligned with the most right edge of the blocks (3, 4, 5) is the sum of the blocks.

Referring to Fig. 5, there is shown the way how to use the present invention to add up two-digit numbers. As shown, the first twodigit number 1 2 represented by a block marked by 10 and another block marked by 2, and the second two-digit number 14 represented by a block marked by 10 and another block marked by 4 are first placed into the groove (4) and then pushed to the left with reference to Fig. 6 to be in contact with the side board (9) (not shown in Fig. 5). As a result, the most right edge of the blocks marked by 10, 2, 10 and 4 is in alignment with the twenty-sixth line of the board (21); then, the sum of the two two-digit numbers 12 and 14 is 26.

With reference to Fig. 6, there is shown the way how to use the present invention to solve a simple problem in subtraction. First, place four blocks respectively marked by 7, 4, 10 and 7 into the groove (4) of the calculating frame (60). Then push the block to the left to be in contact with the side board (9) (not shown in Fig. 6). Take out two blocks marked by 7 and 4 from the groove (4) and push the blocks remained in the groove (4) to the left to contact the side board (9) (not shown in Fig. 6). Then the most right edge of the blocks placed into the groove (4) is aligned with the seventeenth line of the board (11), so that the difference between 28 and 11 is 1 7.

It should be noted that present invention may be served to solve all problems in subtraction; provided, the minuend is less than 100 but greater than the subtrahend.

Referring to Fig. 7, there is a shown the way how to use the present invention to solve a simple problem in multiplication. Take the number marked on the block as a multiplicand and the amount of blocks placed in the groove (4) as a multiplier. Then, the line aligned with the most right edge of the blocks placed into the groove (4) is the product. As illustrated, place 4 blocks marked by 3 into the groove (2). Thus, the multiplicand is 3 while the multiplier is 4. Then the blocks is aligned with the twelve line of the board (21) and so the product is 1 2.

With reference to Fig. 8, there is shown the way how to use the present invention to solve a simple problem in division. When desired to solve a problem in division, first select a number marked on the board (11) as dividend, then take a random number as a divisor. Place a block whose number is equal to the divisor into the groove (4) but not pass over the line representing the dividend. Then the number of the blocks placed into the groove (4) is the quotient. When the most right edge of the blocks cannot aligned with the line representing dividend, that means the dividend has remainder; then place an additional block to cause the most right edge of the blocks to align with the line representing dividend. Then, the number marked on the additional block is equal to the remainder of the dividend.

Referring to Fig. 9-A, there is shown the way how to use the present invention to find out the fractional relationship between two numbers First place one or more blocks marked by the same number into the groove (4). Then select a number of block of a set into the groove (5) of the calculating frame (60) so that when pushed to the left with reference to Fig. 9-A to be in contact with the side board (9) (not shown in Fig. 9-A) they will be in alignment with the most right edge of the block placed into the groove (4). As shown in Fig. 9-A, a block marked by 10 is placed into the groove (4) while two blocks marked by 5 are placed into the groove (5).

Thus, we have 1. 1 block marked by 10 = 2 blocks marked by 5.

Therefore, 10 is twice as large as 5; 2. 2 blocks marked by 5 = 1 block marked by 10.

Therefore, 5 is one-half as large as 1 0.

With reference to Fig. 9-B, it is shown another example to use the present invention to find out the multiple relationship between two numbers. First place 3 blocks marked by 4 into the groove (4) and 4 blocks marked by 3 into the groove (5). Then, we have 1. 3 blocks marked by 4 = 4 blocks marked by 3.

Therefore, 3 times of 4 is equal to 4 times as large as 3, and so 1 time of 4 is equal to 4/3 times of 3.

2. 4 blocks marked by 3 = 3 blocks marked by 4.

Therefore, four times of 3 is equal to three times of 4, and so one time of 3 is equal to 3/4 times of 4.

It is emphasized that the sides other than those marked by numbers may be provided with alphabets, multiplication table, and colors so as to enhance the instructing effects to the children. Furthermore, the blocks may be put together as generally used to make toy houses, toy cars, etc.

Although this invention has been described with certain degree of particularity, it is understood that the present disclosure has been made by way of example only and that numerous changes in the detail of construction and the combination and arrangement of parts may be resorted to without departing from the scope and spirit of the invention as hereinafter

Claims

claimed. CLAIMS

1. A multi-purpose instructing block comprising: one hundred blocks which are equal in height and width, said one hundred blocks being divided into ten sets each having ten blocks of the same length, each block of the first one of said ten sets being one-half as long as that of the second one of said ten sets, each block of the second one of said ten sets being one-half as long as that of the third one of said ten sets, each block of the third one of said ten sets being one-half as long as that of the fourth one of said ten sets, each block of the fourth pne of said ten sets being one-half as long as that of the fifth one of said ten sets, each block of the fifth one of said ten sets being one-half as long that of the sixth one of said ten sets, each block of the sixth one of said ten sets being one-half as long as that of the seventh one of said ten sets, each block of the seventh one of said ten sets being one-half as long as that of the eighth one of said ten sets, each block of the eighth one of said ten sets being one-half as long as that of the ninth one of said ten sets, and each block of the ninth one of said ten sets being one-half as long as that of the tenth one of said ten sets, all blocks of said first set being marked by 1, all blocks of said second set being marked by 2, all blocks of said third set being marked by 3, all blocks of said fourth set being marked by 4, all blocks of said fifth set being marked by 5, all blocks of said sixth set being marked by 6, all blocks of said seventh set being marked by 7, all blocks of said eighth set being marked by 8, all blocks of said ninth being marked by 9, and all blocks of said tenth set being marked by 10; and a calculating frame having two grooves formed by joining together two parts each being constituted by associating three spaced boards with a side board, the first board of the first one of said two parts being divided into fifty lattices respectively marked by 1, 2, 3,.. 50, the first board of the second one of said two parts being divided into fifty lattices respectively marked by 51, 52,. . 1 00, the second board of the first one of said two parts being divided into ten lattices respectively marked by 5, 10,. .50, the second board of the second one of said two parts being divided into ten lattices respectively marked by 55, 60,... 100, the third board of the first one of said two parts being divided into five lattices respectively marked by 10, 20,. .50, the third board of the second one of said two parts being divided into five lattices respectively marked by 60, 70,... 1 00, said first, second and third boards of said first part being aligned with said first, second and third boards of said secind part respectively when said first part is joined to said second part.

2. A multi-purpose instructing block as claimed in claim 1, wherein said blocks are provided with alphabets.

3. A multi-purpose instructing block as claimed in Claim 1, wherein the blocks of the same set is of a color.

4. A multi-purpose instructing block as claimed in Claim 1, wherein the blocks of different sets differ in color and length.

5. A multi-purpose instructing block as claimed in Claim 1, wherein said two parts are joined together by two connectors each having two protuberances.

6. A multi-purpose instructing block substantantially as hereinbefore described with reference to and as illustrated in the accompanying drawings.