Educational toy number stacking blocks

Abstract

The present invention includes a set of stacking blocks designed to resemble the Arabic numerals 1-10. Each number block is height proportional to its value, and they can be stacked vertically. This feature allows students to see the relationship between numbers, and discover math concepts as they stack or play.

What is claimed is: 
     
         1 . An educational system for conveying via play activity, the numerical relationships of the base ten numerical system comprising:
 1) a series of stacking blocks, each with length, width, depth, faces and sides wherein blocks representing a number symbol are proportionally sized and shaped based on the relative numerical value of each number block in the series, and,   2) wherein the blocks are vertically stackable along the sides to produce in aggregate a plurality of structures that provides ready visibility of the represented values of the separate blocks and encourage reasoned or intuitive comparisons of the relative values.   
     
     
         2 . The system according to  claim 1 , wherein the number symbols are European-style Arabic numbers. 
     
     
         3 . The system according to  claim 1 , wherein a base unit of proportioning is derived from a block representing the number one. 
     
     
         4 . The system according to  claim 1 , wherein the blocks stack right-side-up and vertically with all other blocks. 
     
     
         5 . The system according to  claim 1 , wherein all blocks are four units wide, allowing the “4 block” to be stacked on its side and still remain uniform in width with the other blocks. 
     
     
         6 . The system according to  claim 1 , wherein all blocks have a thickness of two units, allowing users to build within a unified set of measurements. 
     
     
         7 . In a play setting, a process to convey concepts related to the base ten system comprising the steps:
 1) providing a set of vertically stackable blocks with each block having length, width and depth including blocks representing whole numbers and wherein number blocks 1-10 are shaped and sized in proportion to their relative value, and   2) stacking the blocks to produce in aggregate a plurality of three-dimensional structures that permits visibility of the represented values of the separate blocks and encourages reasoned or intuitive comparisons of the relative values.   
     
     
         8 . The process according to  claim 7 , wherein the number symbols are European-style Arabic numbers. 
     
     
         9 . The process according to  claim 7  wherein a base unit of proportioning is derived from a block representing the number 1. 
     
     
         10 . The process according to  claim 7 , wherein the blocks stack right-side-up and vertically with all other blocks. 
     
     
         11 . The process according to  claim 7 , wherein all blocks are four units wide, allowing the “4 block” to be stacked on its side and still remain uniform in width with the other blocks. 
     
     
         12 . The process according to  claim 7 , wherein all blocks have a thickness of two units, allowing users to build within a unified set of measurements.