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.

1 . An educational system for conveying via play activity, the numerical relationships of the base ten numerical system comprising:
 1) a set of stacking blocks, the set including stacking blocks representing Arabic numbers from 1 to 10, each stacking block including a front face, a back face, a top end, a bottom end, a left side and a right side, wherein the stacking blocks are proportionally sized and shaped based on the relative numerical value of each number block in the set;   2) the stacking blocks are vertically and stably stackable one atop another against gravity and capable of staggered alignment with respect to adjacent stacking blocks to produce in aggregate a plurality of structures that provide ready visibility of the represented values of the separate stacking blocks and encourage reasoned or intuitive comparisons of the relative values;   3) within the set including stacking blocks representing Arabic numbers from 1 to 10, a subset of stacking blocks representing Arabic numbers from 2 to 10, the subset of stacking blocks including a top end to bottom end height that is different for each stacking block of the subset and a left side to right side width which is uniform for each stacking block of the subset; and,   4) a longitudinal dimension of a stacking block representing the number  1  is the same as the left side to right side width of each of the subset of stacking blocks, and a transverse dimension of the stacking block representing the number  1  defines a base unit of proportion for the subset of stacking blocks representing numbers from 2 to 10, the uniform width of each of the subset of stacking blocks representing numbers  2  through  10  is equal to four base units.   
     
     
         2 . The system according to  claim 1 , wherein the blocks are capable of stacking rightside-up and vertically with all other blocks. 
     
     
         3 . A process to convey concepts related to the base ten system comprising the steps:
 1) providing a set of blocks vertically stackable against gravity capable of staggered alignment with respect to adjacent blocks, with each block having top to bottom length, left side to right side width and thickness including blocks representing whole numbers and wherein number blocks  1 - 10  of the set of blocks are shaped and sized in proportion to their relative value, the set of blocks including a subset of stacking blocks representing Arabic numbers from 2 to 10, the subset of stacking blocks including a top end to bottom end height that is different for each stacking block of the subset and a left side to right side width which is uniform for each stacking block of the subset; and wherein a transverse dimension of a first side of the stacking block of the set of blocks representing the number  1  defines a base unit of proportion for the subset of stacking blocks representing numbers from 2 to 10 and a longitudinal dimension of a stacking block representing the number  1  is the same as the left side to right side width of each of the subset of stacking blocks and the uniform width of each of the subset of stacking blocks representing numbers  2  through  10  is equal to four base units.   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.   
     
     
         4 . The process according to  claim 3 , wherein the number symbols are European-style Arabic numbers. 
     
     
         5 . The process according to  claim 3 , wherein the blocks are capable of stacking rightside-up and vertically with all other blocks. 
     
     
         6 . The process according to  claim 1 , wherein all blocks are four base units wide, allowing the “4 block” to be stacked on its side.