GB2319882A - Game apparatus - Google Patents

Abstract

Apparatus for playing a game comprises a board, a grid on the board, the grid defining an array of spaces of identical size and a plurality of tiles for location on the board, on respective spaces. The tiles are marked with numbers, mathematical operators, letters and symbols, or left blank, or may carry real coins.

Description

GAME APPARATUS The present invention relates to game apparatus for educational activities.

An object of the invention is to provide novel apparatus designed to develop a diversity of learning skills such as number manipulation, word spelling, pattern recognition, money and data handling.

According to the invention there is provided apparatus for playing a game comprising a board, a grid on the board, the grid defining an array of spaces of identical size and a plurality of tiles for location on the board, on respective spaces, wherein the tiles comprise the following sets: a) tiles marked with numbers; b) tiles marked with mathematical operators; c) tiles marked with letters; d) blank tiles of at least one, preferably up to four, colours different from each other; e) tiles, preferably to overlay a plurality of spaces, giving instructions; f) tiles denoting money or comprising real or imitation coins; and g) tiles marked with symbols of objects familiar to children.

In accordance with a second aspect of the invention there is provided apparatus adapted for mathematical work, comprising a board, a grid on the board, the grid defining an array of spaces of identical size and a plurality of tiles for location on the board, on respective spaces, wherein the tiles comprise the following sets: a) and b) as defined above. Preferably, sets f) and/or e) and/or g) and/or d) as defined above are also provided.

In accordance with a third aspect of the invention there is provided apparatus adapted for language work, comprising a board, a grid on the board, the grid defining an array of spaces of identical size and a plurality of tiles for location on the board, on respective spaces wherein the tiles comprise: set c) as defined above.

Preferably, sets g) and/or e) and/or d) as defined above are also provided.

In accordance with a fourth aspect of the invention there is provided the second and third aspects defined above, in combination.

The board and/or tiles may comprise a physical board and tiles or may comprise a representation of a board and tiles displayed on a screen. Thus, for example the apparatus of the invention includes a computerised version of the game apparatus wherein the board and tiles are represented on a display screen. Suitable software and hardware may be provided to operate the computerised version of the game such as a computer, control means such as a joystick, joypad, mouse or keyboard for moving the displayed tiles onto or off the displayed board and an appropriate software algorithm. In the following description the operation of the game applies both to a physical and virtual embodiment of the apparatus.

Preferably, means is provided for restraining the tiles from sliding from the spaces.

Mechanical means, for example VELCRO (Trade Mark) could be used to restrain the tiles from sliding from the spaces. Preferably, however magnetic means are used.

Thus, preferably the board is a magnet receptive board, such as a plastic coated magnet receptive material, and the tiles are magnetic tiles.

Suitably the board is a square or, preferably, a rectangle. Suitably the grid is a square or, preferably, a rectangle. Suitably the spaces are rectangles or, preferably, squares. The grid is preferably divided into zones of different appearance, for example different colours.

Preferably the grid, or a visually distinct zone thereof, has at least 10 rows, and at least 10 columns.

Preferably it has at least 11 rows or columns and least 10 columns or rows.

Preferably, a plurality of different coloured tiles marked with numbers are provided. A first set may be of one colour and have tiles of numbers 1, 2... n. n may be 100 or greater. A further set of a second colour may have tiles of numbers 1, 2 ...m, with m being, for example, 12 or, preferably, 10, and having m2 tiles in total, of the numbers obtained by all the operations (1, 2 ...m) + (1, 2 ...m). An alternative or additional further set may be of a further colour and may have tiles of numbers 1, 2 ...

p, with p being, for example, 12 or, preferably 10, and having p2 tiles in total, of the numbers obtained by all the operations (1, 2 ... p) x (1, 2 ... p).

The invention will now be described further by way of example only and with reference to the accompanying drawings in which the figures are plan views of apparatus of the invention illustrating various modes of play as follows: Figure 1 shows an unused board; Figure 2 shows use in a number addition activity; Figure 3 shows use in a number conservation activity; Figures 4 and 5 show use in space forming activities; Figure 6 shows use in a data handling activity; Figure 7 shows use in one form of a money conservation activity; Figure 8 shows use in an alternative form of money conservation activity; Figure 9 shows use in an activity modelling shopping and involving subtraction; and Figure 10 shows use in a word spell activity.

Typically the apparatus comprises an adaptable, magnetic activity board capable of accommodating a variety of number, shape, and spelling activities. The apparatus is intended mainly for children aged about 5 to 11 years.

The board is marked with a grid which defines an array of square spaces. The preferred size of the board is 47 cm x 37 cm, each space being 3 cm by 3 cm, although clearly a wide variety of board and/or grid sizes and shapes, and a wide variety of shapes and sizes of spaces, are possible. Preferably, however, the board and grid are rectangular and the spaces are all squares of identical size, as shown.

Typically each activity will have different levels1 for example, from a simple level for young children to a difficult level for older children. Typically three levels of play are provided, for example by providing appropriate playing and instruction pieces. The apparatus may be used by one or more children.

A typical complete apparatus may comprise the following: Activity board (470 x 370 mm). See Fig. 1.

Storage boards so all tiles are visible for selection onto the activity board - (not shown).

Magnetic numbers 1 - 110 (black tiles - 2 of each up to 10, 1 of each, nos. 11- 110). See Fig. 2.

Magnetic numbers 1 - 20 to fill addition squares. 100 red tiles, of the numbers obtained by the additions (1-10) + (1-10). See Fig. 3.

Magnetic numbers 1 - 100 to fill multiplication squares (100 yellow tiles of the numbers obtained by the multiplications (1-10) x (1-10).

Green, purple and yellow plain magnetic tiles (185 tiles). See Figs. 4 and 5.

Magnetic mathematical operator tiles (+,-,x, + and =) - (not shown).

Magnetic price tiles (3 levels) 10 x 3 = 30 tiles (approx). See Fig. 9.

Magnetic "change from" tiles to overlay 4 spaces (3 levels - 10 tiles each level). See Fig. 9.

Magnetic "question" tiles to overlay 4 spaces (3 levels - 10 tiles each). See Fig. 8.

Magnetic picture tiles (3 levels) 32 x 3 = 96 tiles.

See Figs. 9 and 10.

2 sheets magnetic adhesive material for fixing to back of coins, to make "money tiles". (lp, 2p, 5p, lOp, 20p) (195 x 292 mm each). See Fig. 8.

Magnetic alphabet tiles 330 tiles (approx). See Fig.

10.

Referring to Figure 1, the board, of plastic coated magnetic material, comprises a series of rows of squares 2 and a series of columns cf squares 4 forming a grid of squares. The grid is divided into three sections, each section being defined by a different colour, shade or pattern. The first section 6 comprises n + 1 by n grid.

In the example shown, the first section comprises a 11 x 10 grid having eleven rows and ten columns.

Preferably the first section squares are red with the top left hand square being black. The second section 8 comprises a single column of squares having n + 1 rows i.e. eleven rows in the illustrated example. Preferably the second section squares are yellow. The third section 10 comprises n + 1 rows and m columns of squares thus defining an n + 1 by m grid. In the example, the third section comprises a 11 x 3 grid having eleven rows and three columns. Preferably the third section squares are blue.

In use, the board may be used for educational activities having three educational levels. The first section is for use at the youngest educational level; the first and second sections are for use at the intermediate education level; and all three sections are for use at the most advanced educational level. Alternatively, certain activities may require use of one section only, two sections or the entire board irrespective of the educational level. The tiles may be appropriate for the different levels. For example the instruction tiles, price tiles and picture tiles may be of different colours for different levels - for example red for the youngest, yellow for the intermediate and blue for the most advanced.

Many activities can be undertaken using the tiles provided. The tiles are of flexible plastic backed with magnetic sheet material. Most of the tiles are the same size as the squares of the grid on the board.

Instructional tiles however are of size to overlie a few squares.

Various activities will now be described with reference to the remaining figures which illustrate location of various magnetic tile pieces on the board of Figure 1, according to the nature of the individual activities.

Number manipulation activities include consecutive number activities, number sequence activities, addition/subtraction activities, and multiplication/division activities.

Consecutive Number Activity Only the first section 6 of the board is used for consecutive number activities. Numbered tile pieces, for example white numbers on a black background, are placed consecutively on the first section from left to right along the first row, then along the second row and so on.

With the illustrated size of first section, 110 pieces complete the grid.

The child then follows specific instructions for the activities which may be chosen from a list, given on an instruction card picked from a pack of cards or devised by the child himself or his group.

Some examples of instructions include: - Remove every second number.

- Remove every second, fifth and tenth number.

- Remove every number whose digits add up to six e.g. 60, 51, 42, etc.

- Use the completed board to add ni lle oiito any number by making the nine a ten and subtracting one from the number e.g. 9 + 6 becomes 10 + 5 = 15.

It will be clear that other instructions may be formulated or devised in a similar manner.

The activity may be undertaken by a single child or, in the case of a plurality of children, they may take turns to follow separate instructions. In each case, the children preferably look carefully at the patterns formed and compare patterns formed by following related instructions, such as removing every number whose digits add up to six, whose digits add up to seven etc. In this way patterns can be anticipated. The activity involves elementary number manipulation and pattern recognition and familiarises children with the inter-relationship of numbers.

Addition Square Activity Referring to Figure 2, both section 6 and section 8 of the board are used for an addition square activity.

One set of number tile pieces, for example white on black pieces, are located along the first row and down the first column. The top left hand square of section 6 is not used. The numbers may be placed in numerical order and/or randomly, the latter being shown in Figure 2. A second set of number tile pieces, for example white numbers on a red background, are used to fill in the grid such that for each square the number placed in that square is the sum of the numbers heading its corresponding row and column. The second set comprises numbers tiles for all 100 sums in the series (1, 2 ... 10) + (1, 2 ... 10).

One or more children may take part, each child having a set of blank tiles in a given colour. Each child takes turns to put one of his coloured tiles in a square. The child then moves his finger up the board and across the board to locate the row and column heading numbers for that square. The child adds these two numbers, removes his coloured tile and places his answer in the square. In Figure 2, a first child, whose coloured tile is pink and indicated at 12, is to add 9 + 4 and a second child whose coloured tile is blue and indicated at 14, is to add 9 + 9.

Low numbers and fewer tiles may be used along the first row and column for younger children whereas higher numbers and more tiles may be used for older children.

Variations may include assessing the completed grid to see which number occurs the most or the least, what happens along each row and down each column and checking for number patterns.

Multiplication Square Activity This may be played in the same manner as the addition square activity, the grid being filled such that the number placed in each square is the multiple of the numbers heading the corresponding row and column. In this case the numbers tiles (not shown) are white numbers on a yellow background and the set comprises number tiles for all 100 sums in the series (1, 2 ... 10) x (1, 2 ... 10).

Variations may include noticing what happens diagonally across the board, finding patterns such as the same pattern from top to bottom and side to side assessing which numbers occur the most or the least.

Number Conservation Activity Referring to Figure 3, only the first section of the board is used. Two different coloured sets of blank tile pieces are used. The second and third sections of the board are covered with a paper pad, which may be held in place, for example by a suitable clip. The top of the paper is marked to indicate each colour as shown at 16.

The child is to find all possible ways of making a given number, say 10, by adding two numbers such as 4 + 6, 5 + 5. One row is filled at a time, a different colour being used for each element of the sum. The corresponding equation may be written on the pad at the end of each row. The sums must be different i.e.

different patterns yielding the same sum are not allowed.

It will be appreciated that this activity may be adapted for combinations of three numbers added to give a particular sum, say 10, e.g. 2 + 1 + 7 by using a third colour set of blank tiles.

Variations include using coloured tiles to assist with addition activities e.g. 5 + 6 then locate five one colour tiles on one row and six second colour tiles underneath on the next row. It can then be visualised that 5 + 5 + 1 give the same answer.

Similarly e.g 9 + 6, locate nine tiles on one row with tiles underneath and it will be seen that moving one of the lower tiles to the upper row to make ten permits easier addition as 10 + 5.

The child may make up his own sums using numbers and filling in missing spaces with correct symbols e.g.

3...4 = 7 requires a plus sign to complete the equation.

Space/ShaPe Activity Referring to Figures 4 and 5, different coloured tiles may be used to cover space and create patterns according to specific instructions or guidelines. Some instruction examples are as follows: 1. Make a square. How many squares did you use? Make a square slightly bigger. Predict how many squares you will use. Were you right? Make a progression of squares getting bigger and bigger. How many squares do you think you will use for each one? Was your prediction right? Can you see a pattern emerging? (see Figure 4) Make a rectangle. How many squares did you use? Try the same activity as above.

2. Put one green tile in the middle of the board.

Pretend the tile is a bull. Enclose the bull by putting a fence around by using yellow tiles. How many yellow tiles will you need? Were you right? Put another fence around the yellow one using purple tiles. Can you predict how many you will need? were you right? Put two green tiles in the middle of the board.

Pretend these two tiles are two bulls. Try the same activity as above.

3. Make up a variety of your own symmetrical shapes (see Figure 5). Seven green tiles used for one side of the butterfly, seven green tiles for the other; 7 + 7 = 14.

Have fun with double numbers and create your own patterns.

4. Using coloured tiles and working your way across the board from left to right create a simple pattern.

Let your partner continue it e.g.: yellow, yellow, green, green. ----, ---- or purple, purple, purple, yellow ------, ------, ------, 5. Make a simple pattern. Ask your partlier lo complete the mirror image.

6. Make a simple block of coloured tiles or a picture.

Ask your partner to copy it exactly.

7. Use half coloured purple and green squares to make patterns. Talk about quarters, halves and wholes.

Whole green square made up of 4 tiles. Half green square made up of 4 tiles. Quarter green square made up of 4 tiles.

Data Handlinq Activity The apparatus may be used to create simple bar graphs as shown in Figure 6 where a bar or column of coloured tiles is built up above a picture tile 18. Different colour tiles may be used for successive bars. Specific activities may include the following: 1. Ask children to collect data from a small group about favourite toys, favourite pets etc.

2. Construct their own graph.

3. Use lots of maths vocabulary to ask questions. Use the words fewer, more than, same.

How many fewer children liked dogs than cats? How many more children liked cats than fish? How many people took part in the survey altogether? Money Conservation Activity Referring to Figures 7 and 8, instruction tiles 20 are placed at the start of each row and the remaining squares in the row are used to complete the instruction by locating appropriate coin pieces. The coin pieces may comprise pieces or tiles which represent various coin values but preferably comprise real coins having a velcro/magnetic or other backing adhesively secured thereto. For example, the apparatus may comprise magnetic pieces having an adhesive on one side to which a coin may be secured. The money conservation instructions may be in any suitable form, for example 4p use 2 coins ; or How many different ways to make 10p? Preferably sets of instruction tiles are provided for different levels. Each such set may be a different colour. The amount and difficulty may increase for increasing levels of play. Preferably, at least three levels of play are provided and an extra section of the board is used for each increasing level. For example, Figure 7 shows the lowest level and Figure 8 the highest level of play.

As shown in the first row of Figure 7, using two coins to give 4p requires the child to place two 2p coins in that row. In Figure 8, the first row shows four 5p coins giving 20p. Children may take turns in selecting an instruction tile and following that instruction.

Shopping Activity As described above coin pieces with magnetic or other restraining means are used. Picture tiles 18 and price tiles 22 are placed down the first two columns. A "change from" file 24 e.g. "change from 10p" is located in the first row. The child completes a row by representing the change due from the given amount. For example, in the second row the item is 7p so that the change from 10p is 3p represented by three lp coins. Variations may include instructions such as: make everything 2p less; make everything 4p more.

Again different levels may be achieved by having different coloured picture, price and change from tiles for each level and using the appropriate sections of the board as described above according to the level of play.

Again, children may take turns in completing the rows.

Word Spell Activitv Referring to Figure 10, word spelling activities may involve picture tiles and letter tiles. The picture tiles may be in sets of different levels having different colours. For example, the lowest level would comprise picture tiles having simple two or three letter spellings whereas the highest level picture tiles may require say five letters. As shown, a picture tile is placed in a square and the corresponding word is spelt using letters along its row. Variations may include the following: 1. Fill in initial letters.

2. Fill in missing letters (see Figure 10).

3. Fill in whole words (see Figure 10).

4. Make simple sentences.

5. Use number tiles to spell one, two, three, etc.

6. Put letters in alphabetical order.

7. Make up your own simple crosswords with the help of picture tiles.

8. Make up words with similar sound patterns, letter patterns or rhyming words.

It will be appreciated that the present invention is not intended to be restricted to the details of the above embodiments which are described by way of example only.

For example, obvious variations may be used such as rectangular, rather than square, grid elements or tiles.

It will be appreciated that although the embodiment described relates to a board apparatus, the invention may alternatively be in the form of a computerised version wherein the board and tiles are represented virtually by means of a display screen.

It will be seen that the apparatus of the invention addresses a very wide range of teaching/learning requirements and may be used as a teaching aid or as a recreational activity. It consolidates a variety of basic number concepts. It helps children to become quickly familiar with number patterns, number bonds, conservation of number/money, times tables, shapes, space and handling data.

Claims (29)

CLAIMS:

1. Apparatus for playing a game comprising a board, a grid on the board, the grid defining an array of spaces of identical size and a plurality of tiles for location on the board, on respective spaces, wherein the tiles comprise the following sets: a) tiles marked with numbers; b) tiles marked with mathematical operators; c) tiles marked with letters; d) blank tiles of at least one, preferably up to four, colours different from each other; e) tiles, preferably to overlay a plurality of spaces, giving instructions; f) tiles denoting money or comprising real or imitation coins; and g) tiles marked with symbols of objects familiar to children.

2. Apparatus adapted for mathematical work, comprising a board, a grid on the board, the grid defining an array of spaces of identical size and a plurality of tiles for location on the board, on respective spaces wherein the tiles comprise the following sets: a) tiles marked with numbers; b) tiles marked with mathematical operators.

3. Apparatus as claimed in claim 2 further comprising the following set: d) blank tiles of at least one, preferably up to four, colours different from each other;

4. Apparatus as claimed in claim 2 or 3 further comprising the following set: e) tiles, preferably to overlay a plurality of spaces, giving instructions.

5. Apparatus as claimed in any of claims 2 to 4 further comprising the following set: f) tiles denoting money or comprising real or imitation coins.

6. Apparatus as claimed in any of claims 2 to 5 further comprising the following set: g) tiles marked with symbols of objects familiar to children.

7. Apparatus adapted for language work, comprising a board, a grid on the board, the grid defining an array of spaces of identical size and a plurality of tiles for location on the board, on respective spaces wherein the tiles comprise: c) tiles marked with letters.

8. Apparatus as claimed in claim 7 further comprising the following set: d) blank tiles of at least one, preferably up to four, colours different from each other.

9. Apparatus as claimed in claim 7 or 8 further comprising the following set: e) tiles, preferably to overlay a plurality of spaces, giving instructions.

10. Apparatus as claimed in any of claims 7 to 9 further comprising the following set: g) tiles marked with symbols of objects familiar to children.

11. Apparatus as claimed in any of claims 2 to 6 in combination with apparatus as claimed in any of claims 7 to 10.

12. Apparatus as claimed in any preceding claim, comprising means for restraining the tiles from sliding from the spaces.

13. Apparatus as claimed in any preceding claim, wherein the board is a magnet receptive board, and the tiles are magnetic tiles.

14. Apparatus as claimed in any preceding claim, wherein the grid is divided into zones of different appearance.

15. Apparatus as claimed in any preceding claim, wherein the grid, or a visually distinct zone thereof, has at least 10 rows, and at least 10 columns.

16. Apparatus as claimed in any preceding claim, wherein a plurality of different coloured tiles marked with numbers are provided.

17. Apparatus as claimed in claim 16, wherein a first set of tiles is of one colour, the tiles being marked with numbers 1, 2 ... n.

18. Apparatus as claimed in claim 17, wherein the value of n is 10 or 12.

19. Apparatus as claimed in claim 17 or 18, wherein a second set of tiles is of a second colour, the tiles being marked with numbers 1, 2 ... m and having m2 tiles in total, of the numbers obtained by all the operations (1, 2 . . .m) + (1, 2 ...m).

20. Apparatus as claimed in claim 19, wherein the value of m is 10 or 12.

21. Apparatus as claimed in any of claims 17 to 20, wherein a further set of tiles is a further colour, the tiles being marked with numbers 1, 2 . p and having p2 tiles in total, of the numbers obtained by all the operations (1, 2 ... p) x (1, 2 ... p).

22. Apparatus as claimed in claim 21, wherein the value of p is 10 or 12.

23. Apparatus as claimed in any preceding claim, wherein the board comprises a physical board.

24. Apparatus as claimed in any preceding claim, wherein the tiles comprise physical tiles.

25. Apparatus as claimed in any of claims 1 to 22, wherein the board comprises a representation of a board on a display screen.

26. Apparatus as claimed in any of claims 1 to 22 and 25, wherein the tiles comprise representations of tiles on a display screen.

27. Apparatus as claimed in any of claims 1 to 22, 25 and 26, further comprising a computer and a display screen, the computer being adapted to be operated to display said board and said tiles on said display screen.

28. Apparatus as claimed in claim 27, further comprising control means for controlling the location of said tiles on said board.

29. Apparatus substantially as hereinbefore described with reference to the accompanying drawings.