GB2301043A

GB2301043A - Mathematical board game

Info

Publication number: GB2301043A
Application number: GB9510314A
Authority: GB
Inventors: Geoffrey Ivor Harwood; Margaret Harwood
Original assignee: Individual
Current assignee: Individual
Priority date: 1995-05-20
Filing date: 1995-05-20
Publication date: 1996-11-27
Anticipated expiration: 2015-05-20
Also published as: GB9510314D0; GB2301043B

Abstract

Game apparatus comprises a board laid out to an array of playing spaces and a plurality of playing pieces each of which bears a number and a mathematical symbol on opposite faces. The pieces may also carry a further number on the side bearing the mathematical symbol for scoring purposes. The pieces may be in different colours and the board may bear spaces in the same colours. The object of the game is to build up mathematical equations in the manner of a crossword.

Description

APPARATUS FOR PLAYING A BOARD GAME Field of the Invention The present invention relates to apparatus for playing a board game. The invention is specifically concerned with apparatus for playing a board game comprising: a) A plurality of playing pieces; b) A board whose playing surface is marked with a series of zones on which the playing pieces are placed; c) Rules specifying the method of game play.

Apparatus having these features will be referred to as apparatus of the kind in question.

Background to the Invention Basic numeracy skills are one of the first things that we are taught in schools.

Even the advent of the pocket calculator which is now in general circulation, is still not generally permitted in our primary schools. This is because the basic process of learning how numbers combine together is an essential life skill and must be taught without any short cuts.

Nevertheless, the acquisition of these basic numeracy skills for some pupils has always been a difficult concept to grasp. It has long been recognised, that addition and subtraction are relatively easy concepts to grasp, however, multiplication and division are conceptually that much harder to come to grips with. Pupils in primary schools will often be seen, when faced with a multiplication problem, writing out (for example 6 X 7) each of the individual numbers and progressively adding them together.

A revolutionary solution to this problem was devised by a Jewish mechanical engineer whilst in a concentration camp during the second world war. Known as the Trachtenberg system of speed mathematics, this overcame the need to carry out conventional long division and long multiplication and simply relied on a few simple addition and subtraction rules that can be applied to this type of mathematical problem Although this system has met with success in the limited number of schools where it has been applied, it not adopted universally and has largely fallen into disuse.

The problem therefore of teaching and reinforcing the basic skills of addition, subtraction, multiplication and division at a primary school level still remains. Furthermore, the repetitive nature of the "reinforcing process", usually through carrying out problem after mathematical problem can often be a "turn off' for a lot of pupils. Pupils will then grow up with the general attitude that mathematics is either hard or, at worst hard and boring.

An object of the invention is to provide a less formal way of both teaching and reinforcing the basic skills of numeracy in a way that could be applied both in the home and in the school. The game format of this "teaching aid" also means that the "boring" aspect of rote learning is also alleviated.

Summarv of the Invention In its broadest sense, the invention provides apparatus of the kind in question, characterised in that the playing pieces each have a number and a mathematical symbol attributed to them and in that the rules specify that the game is played in a similar manner to the word game known, commercially by the registered trade mark "SCRABBLE" but in this instance, the object is to form arrays of mathematically correct sums.

Preferably, at least one playing piece is coloured.

Optionally the obverse colour of at least one of the playing pieces is not the same as the reverse colour of the same playing piece.

More preferably still, at least one playing piece has a number incorporated onto its obverse face.

Preferably, at least one playing piece has a number incorporated onto its obverse face and a mathematical symbol incorporated onto its reverse face.

Arguably, at least one number and at least one mathematical symbol can appear on the same face.

Preferably at least one zone on the board surface is the same colour as a portion of at least one of the playing pieces.

More preferably still, in use, at least one playing piece must be adjacent to at least one other playing piece.

Preferably a mathematical symbol can take the form of a plus, minus, times, divide, or equals symbol.

Preferably the colours available to each respective piece are red, green, blue, yellow and white.

More preferably still, there is provided a holder for the playing pieces that are in use during the game.

Optionally, there is provided a storage means for the playing pieces not in use during the game.

Brief Description of the Drawings Preferred embodiments of the invention will now be more particularly described by way of example with reference to the accompanying drawings wherein: Figure 1 shows a plan view of the playing surface; Figure 2 shows a perspective view of a typical playing piece with one of the available mathematical symbols incorporated onto the reverse face.

Figure 3 shows a perspective view of a holder for the playing pieces being used during the game.

Description of the Preferred Embodiments The present embodiments represent currently the best ways known to the applicants of putting the invention into practice. But they are not the only ways in which this could be achieved. They are illustrated, and will now be described by way of example only.

The board illustrated in Figure 1 has its playing surface marked off in a substantially square, grid type, arrangement, each grid, designed to accommodate one playing piece. Certain grids are coloured and if these grids are covered by a similarly coloured playing piece, the score of that playing piece is doubled when it is first played.

The central nine grids on the board are the starting point of the game and at least one playing piece is required to be within the confines of these nine grids at the start of the game.

The pieces, one of which is illustrated in Figure 2, comprise a series of coloured three-dimensional substantially square playing pieces. The colours being red, green, yellow, blue and white (white being considered a colour for the purposes of this specification).

Each respective one of the pieces has a number incorporated onto the obverse surface of the playing piece and a mathematical symbol (either plus, minus, times, divide or equals) incorporated onto the reverse surface of the playing piece. Furthermore, in this embodiment (and as illustrated in Figure 2) each respective playing piece has a further number incorporated onto each respective face. This additional number is relatively smaller than the number or mathematical symbol just described and symbolises the ordinary score associated with that particular playing piece. In Figure 2, as in Figure 1, the markings on the playing pieces and the grid markings on the board are essentially two-dimensional in nature. Nevertheless, other means of incorporating markings onto the playing pieces and the board may be selected without further inventive thought by the intended skilled addressee.

The overall method of game played is laid out in the rules, not shown in the drawings. The rules can conventionally be printed on a sheet supplied as part of the apparatus. Again, there may be other ways of supplying apparatus containing the rules (for example audio or video tape), and these can be selected without further inventive thought by the intended addressee of this specification and without departing from the scope of the invention.

The game is a game of skill and strategy whereby the players create sums using a combination of playing pieces to score, doing so in such a way that the opponents are prevented from achieving the same. The winner being the player with the highest score when all the pieces have been used or no further sums are possible. In fact, the game is played in a sirnilar manner to the word game known commercially by the Registered Trade Mark "SCRABBLE".

At the start of the game, each player is provided with seven playing pieces (or tiles) that are placed in a holder, an example of which is illustrated in Figure 3. Each player chooses the seven playing pieces by picking each respective one of the seven from a storage means (e.g a bag) containing all of the available playing pieces. The players decide who is to start and play is in a clockwise direction. Each player must use the combination of numbers and mathematical symbols to create a mathematically correct sum, the first player starting with at least one of the playing pieces within the central grid as mentioned previously.Sums may be made either vertically or horizontally in this particular embodiment and will inevitably, interconnect with each other and as such, the shape of the grid structure of the board is important in that it affects the way sums can be created.

In an alternative embodiment (not illustrated) the grid structure of the board may be triangular, pentagonal, hexagonal etc., allowing other combinations of sum construction (the playing pieces in these alternative embodiments being so shaped to accommodate the individual grids).

In each of the embodiments described so far, after each turn the player replaces the used playing pieces with others from a storage means to ensure that at the beginning of each turn the player has seven playing pieces. A player may exchange up to seven playing pieces and forfeit one turn.

The game is so designed that younger players when playing amongst themselves, need only use particular colour combinations of playing pieces, for example, red and white playing pieces need only constitute addition sums.

As the players master addition, other coloured playing pieces denoting subtraction, multiplication and division, respectively, can be introduced. In the embodiments illustrated, scoring is carried out by simply adding the face value of each individual piece that makes up the correct sum In Figure 2 for example, the division symbol has the face value of 10 illustrated in substantially the top left hand corner of the playing piece.

In yet another preferred embodiment (not illustrated) it is conceivable that algebraic (X, Y) symbols could also be employed in the game adding a new dimension and introducing the players to the concept of algebra.

In yet another embodiment, (not illustrated) playing pieces incorporating squares, square routes and negative numbers could also be introduced again, introducing players to all of these concepts.

In yet another preferred embodiment (not illustrated) the number symbolising the ordinary score associated with a particular playing piece is not present. This particular embodiment is advantageous especially amongst the younger players of the game as it provides less confusion in the formation of a mathematically correct sum if all that is present on each respective face of a playing piece is one number or one mathematical symbol.

For further details, the reader is referred to the Rules which now follow and sample moves they illustrate.

RULES 1. Any number of players.

2. Each player takes seven tiles.

3. The players device who is to start.

4. Play is in a clockwise direction.

5. The first player must start with at least one tile within the unmarked centre square.

6. Sums must contain at least one of the four signs (+ - x +) but only one '=' and must form a correct sum.

7. Sums may be made either vertically or horizontally.

8. Tiles may be laid in more than one direction simultaneously, provided sums are correctly completed in all directions.

9. After each turn the player replaces the tiles used to maintain seven tiles.

10. A player may exchange up to seven tiles and forfeit the turn.

Examples of moves in Notion lst Turn - Score 5

At least one tile placed inside the centre squares.

2nd Turn Score 15

3rd Turn - Score 18

4th Turn - Score 19

Scores are doubled bv matching the tile colour with the board colour.

How to SCORE Numbers are face value Sign Score 0 + 1 2 x 5 10 Double points are scored for each tile matched to square colour when it is first laid. Subsequent scores are at the face value of the tile.

Alternative Methods of Play Younger players may wish to start playing NOTION with only red and white tiles. This allows practice in adding and will help with colour and sign recognition.

Green tiles may then be added followed by the yellow and blue.

Scoring can be simplified by either counting only face values of the tiles or, by awarding a counter on completion of a sum until greater proficiency is achieved.

NOTION may be played as a solitaire game by trying to complete as many sums as possible within a certain time.

Claims

ClAIMS

1. Apparatus for playing a board game comprising: a) a plurality of playing pieces; b) a board whose playing surface is marked with a series of zones on which the playing pieces are placed; c) rules specifying the method of game play; characterised in that the playing pieces each have a number and a mathematical symbol attributed to them and in that the rules specify that the game is played in a similar manner to the word game known, commercially by the registered trade mark "SCRABBLE" but in this instance, the object is to form arrays of mathematically correct sums.

2. Apparatus as claimed in Claim 1 characterised in that at least one playing piece is coloured.

3. Apparatus as claimed in either Claim 1 or Claim 2 characterised in that the obverse colour of at least one of the playing pieces is not the same as the reverse colour of the same playing piece.

4. Apparatus as claimed in any of the preceding claims characterised in that at least one playing piece has a number incorporated onto its obverse face.

5. Apparatus as claimed in any of the preceding claims characterised in that at least one playing piece has a number incorporated onto its obverse face and a mathematical symbol incorporated onto its reverse face.

6. Apparatus as claimed in any of the preceding claims characterised in that at least one number and at least one mathematical symbol can appear on the same face.

7. Apparatus as claimed in any of the preceding claims characterised in that at least one zone on the board surface is the same colour as a portion of at least one of the playing pieces.

8. Apparatus as claimed in any of the preceding claims characterised in that at least one playing piece must be adjacent to at least one other playing piece.

9. Apparatus as claimed in any of the preceding claims characterised in that a mathematical symbol can take the form of a plus, minus, times, divide, or equals symbol.

10. Apparatus as claimed in any of the preceding claims characterised in that the colours available to each respective piece are red, green, blue, yellow and white.

11. Apparatus as claimed in any of the preceding claims characterised in that there is provided a holder for the playing pieces that are in use during the game.

12. Apparatus as claimed in any of the preceding claims characterised in that there is provided a storage means for the playing pieces not in use during the game.

13. Apparatus for playing a board game substantially as herein described with reference to and as illustrated in any appropriate selection or combination of Figures 1-3 of the accompanying diagrams.