WO2011120106A1

WO2011120106A1 - Toy for intellectual capacity development

Info

Publication number: WO2011120106A1
Application number: PCT/BG2010/000022
Authority: WO
Inventors: Ivanka Branimirova Petrova
Original assignee: Ivanka Branimirova Petrova
Priority date: 2010-03-29
Filing date: 2010-11-08
Publication date: 2011-10-06

Abstract

The invention refers to a toy for intellectual capacity development and is designed for training in the field of mathematics for children ages 3 to 7. It has a simplified structure and usage. It represents a set of hollow cubes (A_N) that are supplies with various marks. The cubes (A_N) are open underneath and have increasing sizes, which allows each bigger cube to cover the previous one. The marks on the cubes are in one and the same continuity: a umber, printed Arabic figure (B_N), a Roman figure (D_N), the respective number of points (E_N), a daltonism test, including the same number, written in Arabic figure (C_N)- On the upper face of the cubes after the first one (A₁) there is an opening (H₂-H₁₀), through which you can visualize the sum from the figures of each two cubes with concurrent orientation of the marks, in which case the bigger cube (A_N) has covered the smaller one (A_N-1).

Description

TOY FOR INTELLECTUAL CAPACITY DEVELOPMENT

FIELD OF THE INVENTION

The invention relates to a toy for intellectual capacity development and is designed for training in the field of mathematics for children aged 3-7. The toy is designed mainly, but not solely for addition of the numbers from 1 to 10.

PRIOR ART

A toy for intellectual capacity development already exists [ 1 ], and it is designed for the training in mathematics of children aged from 2 to 6. This already known toy is a box, consists of a training pole, in which there are 10 cards containing questions that are selected out of 200 cards with questions, printed beforehand, a button for selection of a question, a window for the visualization of the question and the answer of the selected question. When the answer chosen by the child is a correct one, the training pole gives an optical and a sound signalization. One flaw of this game is its complexity, in its structure, and in its usage as well.

There is another known toy for intellectual capacity development that [ 2 ], which is designed to train the children to compose words with separate letters. In its technical structure and essence this toy is evaluated as the closest prior art. This known toy for intellectual capacity development is a set of hollow cubes, on which top and bottom faces they have means for fitting together the cubes with one to another, and their side faces have preferably but not obligatory, single letter designation imprinted on them. The cubes can also have numerical symbols printed on them, but yet, they cannot be used for mathematical training of the children, but they can only help the children to identify the numbers.

The aim of the invention is the creation of a simplified toy for intellectual capacity development that is designed mainly, but not solely, for training in mathematics, precisely for mathematical addition of the numbers from 1 to 10.

SUMMARY OF THE INVENTION

This problem is solved by a toy for intellectual capacity development, which is a set of hollow cubes; on which faces are printed respective single designations. The set consists of 10 cubes, with their bottom face opened, and each cube has an increasing size, which allows each subsequent in size cube to cover closely the preceding cube that has a smaller size. The individual designations on the side faces of all the cubes are in one and the same continuity and order and include different number, which is imprinted accordingly, in Arabic figure, in a Roman figure, the corresponding number of points and a daltonism test. The number that is Arabic figure on the main cube, which has the smallest size, is 1. Each following cube has a number, printed Arabic cipher and it is bigger with 1 than the Arabic cipher printed on the previous cube. On the top face of each cube from 1 to 9, at the centre of each quadrant on a quadrant net, formed by 3 rows and 3 columns, there is an Arabic cipher printed. All the Arabic figures in all the quadrants of the quadrant net form a numerical row. The numerical row of the main cube is 3, 4, 5, 6, 7, 8, 9, 10 and 1 1. At the top face of each cube, following the main one, there is situated an opening, covering at least the central part of the respective quadrant of the covered lower cube. The size of the opening is bigger than the size of the Arabic figure from the numerical row on the top face of the cubes from the first to the ninth one. The opening of the cube that is second by size is located at the left upper quadrant of the quadrant net. On each following cube from the third to the tenth the opening mentioned is moved consecutively in a quadrant on the right compared to its position in the each previous cube. When the last quadrant of the row is reached, the opening is situated on the left quadrant at the next horizontal row. The numerical row, that is written with the respective Arabic figure in each quadrant on the top cube face from the second cube onwards, which lies on the right from the spot of the opening, is formed, by adding 1 to the respective figure written with Arabic figure from the respective quadrant. The quadrants situated left from the mentioned opening on the top cube face are blank.

The mentioned opening on the top face of the cubes from the second to the tenth is square, round, or has an irregular form.

The toy for intellectual capacity development can be made of cardboard, plastic, clay, wood, or other non-toxic material.

The advantage of the toy for intellectual capacity development in accordance with the invention is its simplicity, of its construction as well as of its usage.

SHORT DESCRIPTION OF DEA WINGS

The invention in accordance with the invention can be explained in more details with the help of an exemplary model made of cardboard, that s showed in the enclosed sketches, where:

Figure 1 represents an acsonometry of the ten cubes, distanced in the space;

Figure 2 shows a spread out of the first cube;

Figure 3 shows a spread out of the second cube;

Figure 4 shows a spread out of the third cube; Figure 5 shows a spread out of the forth cube;

Figure 6 shows a spread out of the fifth cube;

Figure 7 shows a spread out of the sixth cube;

Figure 8 shows a spread out of the seventh cube;

Figure 9 shows a spread out of the eighth cube;

Figure 10 shows a spread out of the ninth cube;

Figure 1 1 shows a spread out of the tenth cube.

DETAILED DISCRETION OF THE INVENTION

The toy for intellectual capacity development in accordance with the invention is shown on Fig.1 and represents a set of 10 hollow cubes A , the side faces of each one of them having single designations B , C , D H E accordingly. The cubes from Ai to Ai₀ are opened and have increasing sizes, which allow each following in size cube A_N to cover tightly the previous cube AN-I . N changes from 1 to 10. The single designations BN, CN, D and EN upon the respective side faces of all cubes from Ai to Ai₀ are in one and the same succession and include a number that is printed respectively with Arabic figure B_N, with Roman figure DN, the respective number of points EN and a daltonism test TecT C , including the number, written with Arabic figure.

The number of the main cube Ai is 1 and is written with the Arabic figure 1 , marked with Bi . Every following number, printed with Arabic figure, marked with BN for each following cube from A₂ to Ai₀ is formed through adding 1 to the number BN-I Ha to the previous cube A -I .

The daltonism test CN is a standard color test for daltonism, containing the number, printed with Arabic figure.

The number printed with a Roman figure, marked with D_N, corresponds to the number, printed with Arabic number B_N.

The number of points, marked with E_N corresponds to the number, printed with Arabic figure BN-

The top faces of the cubes from A₂ to A9 are covered with the numerical row F and opening H_N, organized in a quadrant net consisting of 3 rows and 3 columns. Each quadrant of the quadrant net contains only one number from the numerical row F_N or only one opening HN- The top face of the main cube Ai is covered with a numerical row Fi, which is 3, 4, 5, 6, 7, 8, 9, 10 and 1 1. The numerical row Fi is printed with Arabic figures, each of which is printed at the centre of the quadrant of the quadrant net.

There is not printed numerical row on the upper face of the cube Ai₀, but there is an opening H₁₀ at the right quadrant on the lower row of the quadrant net.

Each of the formed openings from H₂ to Hi₀ covers at least the central part of the respective quadrant of the covered lower cube A_N-i. Each of the openings from H₂ to H_]0 has a size, bigger than the size of the Arabic figures of the numerical row from Fi to F , that is printed on the upper face of the cubes from Ai to A9.

The place of the mentioned opening H₂ of the cube that is second in size A₂ is at the left quadrant on the upper row of the quadrant net.

For every cube following in size from A3 to Ai₀, the mentioned opening from H₃ to H10 is moved consecutively in a quadrant on the right in relation to the spot of the opening on the previous cube. When the last quadrant in the row is reached, the opening ¾ is situated in the left quadrant of the following horizontal row and moves from left to the right.

The numbers in the numerical row Fj to F9, printed with Arabic figures, in each quadrant on the upper face from the second cube A₂, which lies on the right from the spot of the opening from H₂ to Hi₀ is formed, by adding 1 to the respective number from the respective quadrant of the lower cube.

The quadrants from H₂ to H10 that lie on the left from the mentioned opening on the upper face of each of the cubes from A₂ to Ai₀ are empty.

It is advisable that the toy for intellectual capacity development according to the invention to be realized in cardboard. The spread-outs of each of the cardboard cubes from Ai to A10 are shown in fig. from 2 to 1 1.

The first cube Ai is basic one and it is the only cube that has not any opening on its upper face. The following markers are entered on the faces of the spread-out that is shown on fig.2:

• on the upper face of the cube Ai, that is the central face in the spread-out, in the quadrants of the quadrant net, we have the numerical row Fi printed, that includes the successive Arabic figures from 3 to 1 1, they start from the left quadrant of the first row and follows the rows of the quadrant row from left to the right, placing one figure, that is centered in each following quadrant of the quadrant net;

• on the upper face of the spread-out we have the Roman figure I, marked with Di ; • on the right side face of the spread-out we have one of the existing standard visual daltonism tests C_\, that includes the number 1 written with Arabic figure;

• on the left face of the spread-out there is a point marked with Ei, corresponding to number 1 ;

• on the lower face of the spread-out there is the Arabic figure 1 marked with Bi. The second cube A₂ has a bit bigger size than the first cube A], which allows the second cube covering fully the first one. On the faces of the spread-out shown in Fig.3, the following marks are placed:

• on the upper face of the cube A₂, that is the central face of the spread-out, in the quadrants of the quadrant net, we have the numerical row F₂ printed, it consists of the successive Arabic figures from 5 to 12, they start from the medial quadrant of the first row and follow the rows of the quadrant net from left to the right, placing one number at a time, centered in the each of the following quadrants. There is an opening H₂ formed in the left quadrant in the first row of the quadrant net, which allows when covering the first cube Ai to uncover the number 3 on its upper face;

• on the upper side face of the spread-out we have the Roman figure II printed, it is marked with D₂;

• on the right side face of the spread-out we have one of the existing standard visual daltonism tests C₂, that includes the number 2 written with Arabic figure;

• on the left face of the spread-out there are two points, marked with E₂;

• on the lower side face of the spread-out there is the Arabic figure 2 marked with

B₂.

The third cube A₃ has a bit bigger size than the second cube A₂, which allows the third cube covering fully the second one. On the faces of the spread-out shown in Fig.4, the following marks are placed:

• on the upper face of the cube A₃, that is the central face of the spread-out, in the quadrants of the quadrant net, we have the numerical row F₃ printed, it consists of the successive Arabic figures from 7 to 13, they start from the right quadrant in the first row and follows the rows of the quadrant net from left to the right, placing one number at a time, centered in the each of the following quadrants. There is an opening H₃ formed in the medial quadrant in the first row of the quadrant net, which allows when covering the second cube A₂ to uncover the number 5 on its upper face. The left quadrant in the first row of the quadrant net is blank. • on the upper side face of the spread-out there is the Roman fugure III, marked with D₃;

• on the right side face of the spread-out we have one of the existing standard visual daltonism tests C₃, that includes the number 3 written with Arabic figure;

• on the left side face of the spread-out there are three points, marked with E₃;

• on the lower side face of the spread-out there is the Arabic figure 3 marked with

B₃.

The forth cube A has a bit bigger size than the third cube A₃, which allows the forth cube covering fully the third one. On the faces of the spread-out shown in fig.5, the following marks are placed:

• on the upper face of the cube A4, that is the central face of the spread-out, in the quadrants of the quadrant net, we have the numerical row F₄ printed, it consists of the successive Arabic figures from 9 to 14, they start from the left quadrant in the second row and follows the rows in the quadrant net from left to the right, placing one number at a time, centered in the each of the following quadrants. There is an opening H₄ in the right quadrant in the first row of the quadrant net, which allows when covering the third cube A₃ to uncover the number 7 on its upper face. The left and the medial quadrant in the first row of the quadrant net are blank.

• on the upper side face of the spread-out there is the Roman figure IV, marked with

D₄;

• on the right side face of the spread-out we have one of the existing standard visual daltonism tests C₄, that includes the number 4 written with Arabic figure;

• on the left side face of the spread-out there are four points, marked with E₄;

• on the lower side face of the spread-out there is the Arabic figure 4 marked with

B₄.

The fifth cube A₅ has a bit bigger size than the forth cube A₄, which allows the fifth cube covering fully the forth one. On the faces of the spread-out shown in fig.6, the following marks are placed:

• on the upper face of the cube A₅, that is the central face of the spread-out, in the quadrants of the quadrant net, we have the numerical row F₅ printed, it consists of the successive Arabic figures from 1 1 to 15, they start from the medial quadrant in the second row and follows the rows in the quadrant net from left to the right, placing one number at a time, centered in the each of the following quadrants. There is an opening H₅ in the left quadrant in the second row of the quadrant net, which allows when covering the forth cube A₄ to uncover the number 9 on its upper face. All of the quadrants in the first row of the quadrant net are blank.

• on the upper side face of the spread-out there is the Roman figure V, marked with

D₅;

• on the right side face of the spread-out we have one of the existing standard visual daltonism tests C₅, that includes the number 5 written with Arabic figure;

• on the left side face of the spread-out there are five points, marked with E₅;

• on the lower side face of the spread-out there is the Arabic figure 5 marked with

B₅.

The sixth cube A₆ has a bit bigger size than the fifth cube A₅, which allows the sixth cube covering fully the fifth one. On the faces of the spread-out shown in fig.7, the following marks are placed:

• on the upper face of the cube A₆, that is the central face of the spread-out, in the quadrants of the quadrant net, we have the numerical row F₆ printed, it consists of the successive Arabic figures from 13 to 16, they start from the right quadrant in the second row and follows the rows in the quadrant net from left to the right, placing one number at a time, centered in the each of the following quadrants. There is an opening ¾ in the medial quadrant in the second row of the quadrant net, which allows when covering the forth cube A₅ to uncover the number 11 on its upper face. All of the quadrants in the first row and the left quadrant in the second row of the quadrant net are blank.

• on the upper side face of the spread-out there is the Roman figure VI, marked with

D₆;

• on the right side face of the spread-out we have one of the existing standard visual daltonism tests C₆, that includes the number 6 written with Arabic figure;

• on the left side face of the spread-out there are six points, marked with E₆ ;

• on the lower side face of the spread-out there is the Arabic figure 6 marked with

B₆.

The seventh cube A₇ has a bit bigger size than the sixth cube A₆, which allows the seventh cube covering fully the sixth one. On the faces of the spread-out shown in fig.8, the following marks are placed: • on the upper face of the cube A₇, that is the central face of the spread-out, in the quadrants of the quadrant net, we have the numerical row F₇ printed, it consists of the successive Arabic figures from 15 to 17, they start from the left quadrant in the third row and follows the rows in the quadrant net from left to the right, placing one number at a time, centered in the each of the following quadrants. There is an opening H₇ in the right quadrant in the second row of the quadrant net, which allows when covering the sixth cube A₆ to uncover the number 13 on its upper face. All of the quadrants in the first row and the left and the medial quadrant in the second row of the quadrant net are blank.

• on the upper side face of the spread-out there is the Roman figure VII, marked with D₇;

• on the right side face of the spread-out we have one of the existing standard visual daltonism tests C₇, that includes the number 7 written with Arabic figure;

• on the left side face of the spread-out there are seven points, marked with E₇ ;

• on the lower side face of the spread-out there is the Arabic figure 7 marked with

B₇.

The eight cube A₈ has a bit bigger size than the sixth cube A₇, which allows the eight cube to cover fully the seventh one. On the faces of the spread-out shown in fig.9, the following marks are placed:

• on the upper face of the cube Ag, that is the central face of the spread-out, in the quadrants of the quadrant net, we have the numerical row F₈ printed, it consists of the successive Arabic figures from 17 and 18, they start from the medial quadrant in the third row and follows the rows in the quadrant net from left to the right, placing one number at a time, centered in the each of the following quadrants. There is an opening Hg in the left quadrant in the third row of the quadrant net, which allows when covering the seventh cube A₇ to uncover the number 15 on its upper face. All of the quadrants in the first and the second row of the quadrant net are blank.

• on the upper side face of the spread-out there is the Roman figure VIII, marked with Ds;

• on the right side face of the spread-out we have one of the existing standard visual daltonism tests Cg, that includes the number 8 written with Arabic figure;

• on the left side face of the spread-out there are eight points, marked with Eg ;

• on the lower side face of the spread-out there is the Arabic figure 8 marked with

B₈. The ninth cube ,A₉ has a bit bigger size than the sixth cube A₈, which allows the ninth cube covering fully the eighth one. On the faces of the spread-out shown in fig.10, the following marks are placed:

• on the upper face of the cube A₉, that is the central face of the spread-out, in the quadrants of the quadrant net, we have the numerical row F₉ printed, and the number 19 in the right quadrant in the third row. There is an opening H₉ in the medial quadrant in the third row of the quadrant net, which allows when covering the eighth cube A₈ to uncover the number 17 on its upper face. All of the quadrants in the first and the second row and the left quadrant of the quadrant net are blank.

• on the upper side face of the spread-out there is the Roman figure IX, marked with

D₉;

• on the right side face of the spread-out we have one of the existing standard visual daltonism tests C₉, that includes the number 9 written with Arabic figure;

• on the left side face of the spread-out there are nine points, marked with E₉ ;

• on the lower side face of the spread-out there is the Arabic figure 9 marked with

B₉.

The tenth cube A[₀ has a bit bigger size than the sixth cube A₉, which allows the tenth cube covering fully the ninth one. On the faces of the spread-out shown in fig.ll, the following marks are placed:

• on the upper face of the cube Aio, that is the central face of the spread-out, in the quadrants of the quadrant net, there is an opening Hi₀ in the right quadrant in the third row of the quadrant net, which allows when covering the ninth cube A₉ to uncover the number 19 on its upper face. All of the quadrants except the right on the third row of the quadrant net are blank;

• on the upper side face of the spread-out there is the Roman figure X, marked with

D,o;

• on the right side face of the spread-out we have one of the existing standard visual daltonism tests Cio, that includes the number 10 written with Arabic figure;

• on the left side face of the spread-out there are ten points, marked with E₎₀ ;

• on the lower side face of the spread-out there is the Arabic figure 10 marked with

Bio.

It is possible the form of the mentioned opening from H₂ flo H_]0 on the upper face of the cubes from A₂ no A_\o, to be square but it can also be round or with other irregular form, as far as it ensures reading the figure in the same quadrant of the cube that is below from Aj to A₉.

In order to assure longer life of the toy for intellectual capacity development the hollow cubes from A\ to A₁₀ which lower faces are open may be made of plastic, wood, clay or other appropriate for the goal non-toxic material.

USE OF THE INVENTION

Thus constructed cubes from Ai to A₎₀ give the possibility to add together every two numbers, when the bigger cube A_N covers some of the smaller AN-I, the result of the addition is visible through the opening H_N on the upper face of the bigger cube AN. The created system of cubes makes it impossible for the child to cover A with a smaller one A -I, which empirically will lead the child to the conclusion that N is bigger than N-l .

A necessary condition in the addition of two cubes in order to get a correct result is that the orientation in the marks B_N H BN-I, C and CN-I, D_n and DN-I, E and EN-I, printed on the side faces of both cubes A and AN-I to coincide.

The cube faces marked with B _, depicting the number N, printed with Arabic figure, aims to introduce to the children the numbers from 1 to 10, and it also helps the children learn which number is bigger than the other, following the way of putting the smaller in size cube into the next bigger one.

The faces marked with C represent standard daltonism tests and their aim is to help the parents. If their child fails to distinguish the number N printed with Arabic figure, it most probably has the so called color blindness and has to be examined by a qualified eye- specialist. These tests serve as a landmark, but they are not a method for diagnosing.

The faces marked with D_N, depicting the number N, printed in Arabic figures, serve to introduce to the children the numbers from 1 to 10 and their Roman writing, which is not so popular, but is still used in certain cases and knowing them the children will enrich their general knowledge.

The faces marked with EN, depicting N number of points, helps to find the sum of each number after adding it to itself. For this purpose any of the cubes A_N has to be placed next to a mirror and the number of the points from the mark E_N together with their projections gives the sum of B with B -

The set of 10 cubes from A] to Aio is kept in the following way - each cube that is smaller in size AN-I is covered by the next cube AN that is bigger in size. This way the maximum space, occupied by the discussed toy, is the space determined by the size of the biggest cube Ai₀, which covers all the rest cubes.

The hollow, open from below cubes from Aj to Aio may be used as constructing elements as well for the building of various constructions - pyramids, staircases, buildings etc, thus developing children's imagination, they can serve to remember some digital information as a game, like for example a telephone number, if they are set in a row, which the child will remember as colors and then it can easily recreate even if it doesn't know the figures.

CITED LITERATURE

1. Toy for learning arithmetic, CN85200796(U)

2. Improvements in toy blocks, GB870810(A)

Claims

1. Toy for intellectual capacity development represents a set of hollow cubes, which side faces are provided with respective single designations, characterized in that the cubes (AN) are 10 in number and are opened underneath and their size increases from one to another, which allows each following cube (AN) with increasing size to cover tightly the previous cube (AN-I), and the single designations on the side faces of all cubes (AN) are in one and the same continuity and they include a number, printed respectively with an Arabic figure (BN), with a Roman figure (DN), with the respective number of points (E_N) and a daltonism test (CN), containing the number, printed with Arabic figure; the number, printed with Arabic figure (Bi) for the basic cube (AO, which has the smallest size, is 1 , whereas the number for every following cube (from A₂ to Ai₀), printed with Arabic figure (B₂ to B]₀) is bigger with 1 from the number, printed with Arabic figure (B| to B9) of the previous cube (from Al to A9); on the upper face of each cube from the first one (Ai) to the ninth one (A9), in the centre in quadrants of a quadrant net, formed by 3 rows and 3 columns, there is an Arabic figure situated, and the total of all Arabic figures in all quadrants of the quadrant net forms a numerical row (from Fi to F9); the numerical row (Fi) of the basic cube (A is 3, 4, 5, 6, 7, 8, 9, 10 and 1 1 ; on the upper face of each cube (from A₂ to A₁0), following the basic one (AO there is situated a respective opening (from H₂ to Hi₀), which covers at least the central part of the respective quadrant of the covered lower cube, which opening (from H₂ to Hi₀) has bigger size than the size of the Arabic figure from the numerical row (from Fi to F9) on the upper face of the cubes from the first one (AO to the ninth one (A9); the mentioned opening (H₂) of the second-sized cube (A₂) is situated in the left upper quadrant of the quadrant net, so in each following cube from the third one (A3) to the tenth one (Aio) the mentioned opening (from H₃ to Hi₀) is moved successively in one quadrant on the right in relation with its position in the previous cube, so when the last quadrant of the row is reached; the opening (HN) is situated in the left quadrant in the following horizontal row, and the numerical row (from Fi to F₉), printed with the respective Arabic figure in each quadrant on the upper face of the second cube (A₂) onwards, which is situated on the right from the spot of the opening (from H₂ to H₉), is formed by adding 1 to the respective number, printed with Arabic figure, from the corresponding quadrant of the lower cube, and the quadrants situated left from the mentioned opening (from H₂ to H₁₀) on the upper face of each of the cubes are blank.

2. Toy for intellectual capacity development in accordance with claim 1 , is characterized with the fact that the form of the mentioned opening (from H₂ to H₁₀) on the upper face of the cube from the second (A₂) to the tenth (Ai₀) is a squire.

3. Toy for intellectual capacity development in accordance with claim 1 , characterized with the fact that the form of the mentioned opening (from H₂ to Hio) on the upper face of the cube from the second (A₂) to the tenth (Aio) is a circle.

4. Toy for intellectual capacity development in accordance with claim 1, characterized with the fact that the form of the mentioned opening (from H₂ to Hi₀) on the upper face of the cube from the second (A₂) to the tenth (Aio) is with irregular form.

5. Toy for intellectual capacity development in accordance with claim 1 , characterized with the fact, that the material for the production of the opened underneath hollow cubes (from A] to A i₀) is cardboard.

6. Toy for intellectual capacity development in accordance with claim 1 , characterized with the fact, that the material for the production of the open underneath hollow cubes (from Ai to Ai₀) is clay.

7. Toy for intellectual capacity development in accordance with claim 1 , characterized with the fact, that the material for the production of the open underneath hollow cubes (from Ai to Aio) is plastic.

8. Toy for intellectual capacity development in accordance with claim 1 , characterized with the fact, that the material for the production of the open underneath hollow cubes (from Ai to A₁₀) is wood.