RU18048U1 - LEARNING GAME - Google Patents

Abstract

1. An educational game containing a playing field with graphical objects placed on it, a set of game elements and cubes, characterized in that the graphical objects are marked with numbers that determine the results of mathematical operations performed between them and the numbers that appear when the dice are thrown, which are used to counting the number of won game elements. 2. The educational game according to claim 1, characterized in that the number of game elements won determines the mathematical operations between the numbers that fell out while simultaneously throwing several cubes or the mathematical operations between the numbers plotted on graphic objects on which the cubes stopped. The educational game according to claim 1, characterized in that the number of numbers plotted on graphic objects placed on the playing field increases with decreasing size of these graphic objects. The educational game according to claim 1, characterized in that the numbers are applied to graphic objects such that when performing mathematical operations between them and the numbers that appear when the dice are thrown, the results of these operations may not have an integer result.

Description

The game belongs to the category of board games and is intended for children from 3 to 7 years.

A board game is known that contains a playing field divided into cells and chips with game symbols in the form of numbers, equipped with a store having a window with a stop and a chip cutter in the lower part (certificate for utility model No. 0001435 dated July 9, 1998, class A63F 3/00, 3/06)

The disadvantage of this game is the limited possibility of its application due to the lack of direct game links between game symbols on fioshs and elements of the game FIELD.

Closest to the claimed utility model is a board game containing a playing field filled with objects deposited on it and chips moving along it, with the center of the playing field filled with volumetric, and at the four corners of the playing field there are convex objects playing the role of shelters (certificate on Utility model Г20002193 dated July 9, 1998, class A63F 3 / 00,3 / 04).

The disadvantage of this game is the limited possibility of its use for educational purposes, due to the small number of possible combinations of relationships of game elements.

An educational game “Arithmetic” is proposed, containing a playing field with graphic objects placed on it, a set of game elements and cubes, characterized in that numbers are applied to graphic objects that determine the results of mathematical operations performed between them and the numbers that appear when the dice are thrown, which are used to count the number of game items won. The number of game elements won can also be determined by mathematical operations between the numbers that were displayed while simultaneously throwing several dice or the subsequent successive throwing of one or several dice, or the numbers, which were fully played on the dice and the numbers on the elements of 11th that stopped the dice, or only numbers on the field elements on which the cubes stopped.

. The value of the numbers plotted on graphic objects placed on the playing field can increase with decreasing size of these graphic objects. Such numbers can be plotted on graphic objects that when performing mathematical operations between them and the numbers falling out during the dice rolls, the results of these operations may not have an integer result.

The proposed game can significantly accelerate children's learning of oral counting by combining learning elements with the game, and the creation of a significant number of ambiguous relationships between graphic objects placed on the playing field and the results of the actions of players with 1dbiki make it possible to cover a range of numbers in the game sufficient to prepare the child for school . The use of a criterion in the quality that determines the number of elements won, the results of mathematical operations between numbers that were generated while simultaneously throwing several dice or during the subsequent 11th roll of one or several dice makes it possible to conduct training in the game form with the artificial limitation of the range of possible combinations of numbers used, what is needed at the initial stage of training. An increase in the number of numbers plotted on graphic objects placed on the playing field reduces the likelihood of their use and, not excluding them from the game process, increases the duration of the game and a significant increase in the number of players repeating mathematical operations on numbers. Drawing on graphical objects such numbers that when performing mathematical operations between them and numbers that appear during dice rolls, the results of these operations may not have an integer result, leads to the need for repeated checks of the results of completed mathematical operations and prepares the child for the study of fractional numbers.

Figure 1 shows a possible layout of graphic objects on the playing field when learning to multiply. Figure 2 shows a possible layout of graphic objects on the playing field when training in division.

Example 1. The study of the multiplication table.

Option 1. Players take turns to roll a die onto the playing field (a possible variant of the field is shown in Figure 1), multiply the number drawn on the die by the number indicated on the field element on which the die has stopped and take the number of game elements (for example, tokens) , which is obtained as a result of the refinement operation. The player with the highest number of game elements wins.

Option 2. Players before the start of the game divide the game elements in half and during the game take them from each other. The player who collects all the game elements wins.

Example 2. Training in addition.

Option 1. Players take turns to roll a die onto the playing field (a possible variant is shown in Figure 1), add up the number on the die and the number indicated on the field element on which the die has stopped and take the number of game elements (for example, tokens), which is obtained as a result of the addition operation. The player with the highest number of game elements wins. Option 2. Players take turns throwing several dice, add numbers or dice on the dice, dice on the dice and numbers on the field elements where the cubes stopped, or numbers on the field elements where the cubes stopped. The player with the largest number of game elements or the player who has collected all game elements (in the event of their preliminary division between the players) wins.

Example Z. Learning to subtract.

Option 1. Players take turns to roll a die onto the playing field (a possible option is shown in Figure 1), subtract the number on the die from the number indicated on the field element where the die was stopped (if the last number is less than the number written on the field element ) or a number written on a field element from the number that appeared on the cube (if the number entered is greater than the number indicated on the field element where the cube stopped) and take for themselves the number of game elements (for example, tokens) that is obtained as a result of the subtraction operation . The player with the highest number of game elements wins.

Option 2.. Players take turns throwing several dice, subtract the numbers that fell on the dice from each other, or the numbers that appear on the dice and the numbers on the field elements on which the cubes stopped, or the numbers on the field elements on which the cubes stopped. The player with the largest number of game elements or the player who has collected all game elements (in the event of their preliminary division between the players) wins.

Example Z. Training in division.

Option 1. Players take turns to roll a die on the playing field (a possible variant is shown in Figure 2), divide the number indicated on the field element, on which the cube stopped, by the number that was written on the die (if the number written on the field element is divided by the number dropped out on a cube, without a remainder) and take for themselves the number of game elements that turned out as a result of division. If the number indicated on the element of the playing field, on which the cube stopped, is not divisible by the number hanging on the cube, the player takes the number of game elements hanging on the cube.

The proposed game allows you to significantly accelerate children's learning of oral counting due to the child repeatedly performing mathematical operations in the mind due to the rules of the game, and artificially varying the sizes of graphic elements and combinations of numbers applied to them make it possible to concentrate the direction of the child’s efforts on the number ranges the work with which he was difficult.

 -.Kuznetsov A.A.

/ y, ;;

/ VC) - x Kuznetsov A.N.

Claims (4)

1. An educational game containing a playing field with graphical objects placed on it, a set of game elements and cubes, characterized in that the graphical objects are marked with numbers that determine the results of mathematical operations performed between them and the numbers that appear when the dice are thrown, which are used to counting the number of won game elements.  2. The educational game according to claim 1, characterized in that the number of game elements won determines the mathematical operations between the numbers that fell out while simultaneously throwing several dice or the mathematical operations between the numbers plotted on graphic objects on which the cubes stopped.  3. The educational game according to claim 1, characterized in that the value of the numbers plotted on graphic objects placed on the playing field increases with decreasing size of these graphic objects. 4. The educational game according to claim 1, characterized in that the numbers are applied to graphic objects such that when performing mathematical operations between them and the numbers that appear when the dice are thrown, the results of these operations may not have an integer result.