|Title of Invention||
AN EDUCATIONAL AND INTRUCTICNAL AID,
|Abstract||An educational and instructional aid, which consists of a body either in cylindrical or other form, atleast one end of the body being kept open characterised in that the body of the box is either pasted or printed or engraved with the number line in the form of a coiled coil or super coil along with an indicator device which when placed on the number line will indicate various mathematical relationships between numbers.|
|Full Text||This invention relates to an educational and instructional aid to teach mathematics to children. The body of the educational aid could be in cylindrical or other form and the same could be a pencil box, a scale or even a cylindrical tiffin box, a container or a pen holder. Though hereinafter the invention will be described with reference to a pencil box in cylindrical shape, it can be understood that the same is applicable to all the other objects of various shapes mentioned hereinabove.
It is an universally accepted fact that the present number line which is currently used in marking numbers, in a straight line, is primarily a line aimed at depicting the property of addition and substraction. The said principle is used in scale for measuring small straight lines and the same principle is also used in the manufacture of measuring tapes. The said number line is also used in Geometrical studies, which is a part of Mathematics.
The current number line is not able to the following—
a. To be used as a mathematical programmer.
b. To be used as a Multiplication or divisible programmer in
c. It cannot record large numbers.
d.' There is no creative feature factor in the use of number line or scales.
e. Nothing to discover in Maths field.
f. It fails to make the student learn the relationship of numbers
Dther than addition and substraction.
g. The decimal number concept is not included in the number line,
h. The present number line is preferred to that of the Roman
number line system, which has no zero in it. Roman numbers were
discarded in favour of decimal numbers only to reduce the length
of the number program and to increase versatality of the numbers.
While the numbers of Roman type are replaced, the number line has
not been suitably replaced.
The above mentioned disadvantages are the reasons for inventing a new number line. Helix is the Nature's number line. Mostly Nature has expressed itself in helical or spiral forms. Even a DMA structure of the cells is expressed in a helical form. What happens if the numbers are put in the helical form? When put in helical form, it becomes a mathematical program or algorithm.
The following are the advantages of a new number lines
1. Represent the decimal numbers in a short and brief manner.
2. To include the zero concept and the place value system on the number line.
3. To represent Multiplication and division property of the Hindu Number System, in a number line which is not a straight line, and the true character of the Hindu Number system represented on the tubular / cylindrical surface.
This invention thus provides an educational and instructional aid which consists of a body either in cylindrical or other form, atleast one end of the body being kept open characterized in that the body of the aid is provided with the number line in the form of a coiled coil or super coil alongwith an indicator means which when placed on the number line will indicate various mathematical relationship between numbers.
The number line is placed in a helical form in the increasing or decreasing order, in sub¬
divisions of 1 to 10 or 1 to 9, or 1 to B 1 to 0 i.e. numbers of all different sub¬
divisions. Various mathematical relationships can be created by changing the number of
elements in a helix segment. The number line is either pasted or printed or engraved on the
body of the educational aid.
The numbers could also be in a negative to positive series i.e. -100 to +100 or it could also be in decimal form i.e. 1.1 to 10.1
This invention will now be described with reference to the accompanying drawings wherein:-
Fig. 1 is typical example of the educational and instructional aid in the form of a pencil box;
Fig. 2 is a one of the number line in the increasing order for
example 1 to lOO, to be pasted or printed in the teaching object
in form of a table, wherein the prime numbers are highlighted.
Fig. 3 is another number line in the reverse order.
Fig. 4 is a third example wherein the number line is divided in
nine columns i.e., 1 to 9.
Fig. 5 is a fourth example wherein the number line is in the
order form —ve to +ve integer.
Fig. 6 is a fifth example wherein the number line is in the decimal form.
Fig. 7 is a sixth example wherein the number lines is a four part prime number indicator.
From Fig. 1, it can be observed that the numbers are indicated in a helical form. The numbers are in the increasing order and the indicator marked "C* is a string which can be wound around the pencil box. The indicator device can be another cylindrical attachment with windows provided to see the numbers. It can even be an electronic device wherein the numbers can be seen with liquid crystal displays.
The following are some of the number relations, a child could arrive at when playing with the educational aid of this
In diagonals -from left to right down you Mill get the difference of NINE ; so this converts as a table of number NINE through out.
In diagonal from left to right upwards, you Mill get the difference of eleven, which is the table for number eleven.
The formulation for multiplication table can be worked out in the following manners
Let us work out the multiplication table for the number 23 i.e. the multiplicand is 23.
23 x 3 = 69, this can be obtained by adding three consequtive numbers wherein the multiplicand i.e. 23 will be in the middle or ever three numbers appearing horizontally or cross-sectional ly.
From the above example* it can be formulated that s
1. If the multiplier is an odd number i.e. 1, 3, 5, 7,
9. ......«.., that many consecutive numbers appearing vertically
or horizontally or cross-sectionally, with the multiplicand in the centre/middle, should be added. For example, if three is the multiplies, three consecutive numbers appearing either horizontally, vertically or cross—sectionally should be added, including the multiplicand.
2. If the multiplier is an even number such as 2, 4, 6, 8,
lO....., then leaving the multiplicand in the centre, the
adjacent numbers equal to the multiplier should be added. In
other words, if two is the multiplier and twenty-three is the
multiplicand, then one each number appearing on either side of
twenty three should be taken. In this case, the multiplicand
should not be added.
rom Fig 2. one can at a glance make out that the 'Prime Numbers* -e all odd numbers and that the number line containing the even ambers including the line which contains multiplies of five, Lth the exception of number five itself, do not have any prime imbers. This prime number identification can replace the age Id prime number seive of Eratosthenes. Similarly, various »lat ions of numbers could be worked out from the tables attained in Figs. 3 to 6. Fig. 7, which contains the four part ime number indicator, indicates the places in which the prime imbers could be found.
te pencil box is an essential part of the educational kit of all :udents to hold, pencils, rubbers, pens, scale or other useful ems for use or storage and safe keeping.
>e pencil box with Number Program has two sides, imprinted on the surface with numbers.
affixed or pasted or fixed in any form with a pre-written program on paper, plastic or any other medium, the number program is made water proof by transparent casing or plastic coating to provide long life to the gadget.
The following are the advantages of the pencil box of the invention.
1. First and foremost is that it is an aid in the teaching of mathematics.
2. It is a mini calculator.
3. It is a part of a Math's Lab.
4. It can be used to test Maths ability in human beings.
5. As a gadget to promote the cause of Math's education.
6. As a number line for prime number seive.
7. To lay the basis for the concept of Decimal number system and others.
8. To display the Decimal fractions.
9. The gadget is useful for developing teaching aids in number theory.
10. It can be used in auto computation system and also in developing comples patterns, to analyse computations.
11. To teach logrithams and to develop coiled—coil structures of numbers, useful in Maths operations.
12. As a tool or aid to discover number relations with attached guides.
13. As a gift article.
The only limitation of the education aid of the present invention is that it fails to show the coild coil structure of number line.
1. An educational and instructional aid, which consists of a body either in cylindrical or other form, atleast one end of the body in that the body being kept open chatacterised in that the body of the aid is provided with the number line in the form of a coiled coil or super coil along with an indicator means which when placed on the number line will indicate various mathematical relationships between numbers.
2. An educational and instructional aid, wherein, the number line is placed in a helical form in the increasing or decreasing order, in sub-divisions of 1 to 10 or 1 to 9, or 1 to 8 1 to 0 i.e. numbers of all different sub-divisions.
3. An educational and instructional aid, wherein the numbers in the number line are in a negative to positive series i.e. -100 to +100.
4. An educational and instructional aid, wherein, the numbers in the number line are in decimal form i.e. 1.1 to 10.1.
5. An educational and instructional aid, wherein, the numbers in the number line is a four part prime number indicator.
6. An educational and instructional aid, wherein, the body is in the cylindrical form and the number line is either pasted or printed or engraved therein.
7. An educational and instructional aid, wherein, the body has faces depending in the number base selected.
8. An educational and instructional aid, substantially as hereinbefore described and illustrated in the drawing accompanying the complete specification.
|Indian Patent Application Number||2122/MAS/1996|
|PG Journal Number||30/2009|
|Date of Filing||28-Nov-1996|
|Name of Patentee||LAXSHHMIANH CHANDRASEKHARA REDDY,|
|Applicant Address||AN INDIAN , AT, NO, 1485, ARVINDA NAGAR, BANGALORE- 560 084,|
|PCT International Classification Number||G09B19/02|
|PCT International Application Number||N/A|
|PCT International Filing date|