[001]The present invention in general relates to learning systems and methods, in
particular, a mathematical board system (a learning tool- physical or online or offline) and a method for the same, based on the concept of mathematical fractions to draw connection with the real world in an entertaining way.
BACKGROUND OF THE INVENTION
[002] Fraction is one of the most important concept of mathematics, which
represents a part of a whole or a group of objects, more generally, any number of equal part(s), for example, one-half, eight-fifths, three-quarters etc.
[003] In our everyday life we experience many such applications of fraction(s),
where we find it difficult to understand, therefore, it becomes necessary to make concept of fraction easy to understand.
[004] In addition, working guardians are excessively occupied with their work,
making it impossible to watch over their children's educational needs, which makes the children worry and develop a fear of mathematical concept in them.
[005] However, there are several educational tools and kits, already available in the
market to help the children, but, none of these tools give the simplicity of learning fractions in combination with amusement, information and education altogether.
[006] Therefore, there exists a need to develop a mathematical board system and a
method for the same, based on the concept of mathematical fractions.

OBJECT OF THE INVENTION
[007] The prime object of the present invention is to provide a learning system and
a method to strengthen the concept of fractions by overcoming or at least mitigating one or more deficiencies of known systems.
[008] Another object of the invention is to draw analogy between theoretical and
practical mathematics by embedding the concept of fractions using the theme of fragmented city.
[009] Another object of the invention is to provide an entertaining learning system
that involves at least two or more participants. The number of resources (i.e. cars & cards) used in the system can be increased in the proportion of number of participants.
[010] Another object of the invention is to provide a mathematical board system that
uses mathematical calculations to accomplish missions and acquire rewards.
[011] Yet another object of the invention is to provide a mathematical board system
that includes a map of a fragmented city to inculcate the knowledge with a sense of familiarity regarding direction signs and landmarks on the map.
[012] Still further object of the invention is to enhance a sense of decision making
capability required for construction and destruction of bridge in order to complete the task(s) at the earliest.
[013] Other objects and advantages of the present invention will become apparent
from the following description taken in connection with the accompanying drawings, illustrations and examples to disclose the aspects of the present invention.

SUMMARY OF THE INVENTION
[014] The present invention is a learning system and method thereof, encouraging
learning of basic concept of fractions in an easy way to the users/participants.
[015] The mathematical board learning system of the present invention involves at
least two or more participants and is comprising directional blocks (arrowed blocks) on the said board in the form of a loop on which participants (counters) move; fractions of the map with a particular design on both sides located across the broken bridges to complete the map design; location cards displaying a number and a pattern (cactus, tree and tortoise) for obtaining gems; utility cards (bridge cards and bomb cards) for construction or deconstruction of the bridge using bridge material, having a numerical value such as a fraction or an integer; at least two dice to decide the movement of user/participant along the directional blocks on the board and at least two counter(s) are provided to each participant.
[016] In the method of working of said system, the set of cards (Utility Cards &
Location Cards) are shuffled and stacked and placed face down; the dice is rolled by each of the participants and counter(s) are moved on the number of blocks of said board depending on the number displayed on the dice; on reaching a particular marked point on the board, a utility card is picked to collect fraction of bridge material as mentioned on the picked card to construct or deconstruct bridges to reach Map Point; on reaching map point, corresponding fraction of map is picked as mentioned on the map point; on obtaining four map pieces (across the bridges), they are joined to complete the map design; a gem location card with a similar design on the map is picked and the location on the board is reached by the user/participant to obtain the gems. If one counter of any participant is crashed into a ditch (a case wherein the participant doesn't have enough fraction of bridge material to complete the path and ends up in a ditch) or by another car (a case where car of one participant is knocked down by a car of another participant) thrice, then the counter cannot move further. The participant can trade a fraction (one-third) of the total gems possessed to move the crashed counter again. The user/participant possessing maximum gems excels in the mathematical board learning system.

BRIEF DESCRIPTION OF DRAWINGS
[017] The present invention may be better understood, and its numerous objects,
features, components and advantages are made apparent to those skilled in the art, by referring to the accompanying drawings, in which:
Figure 1 illustrates a schematic view of the mathematical board learning system according to an exemplary embodiment of the present invention;
Figure 2 illustrates a schematic view of the utility cards (bridge cards and bomb cards);
Figure 3 illustrates a schematic view of the location cards; and
Figure 4 illustrates a diagrammatic representation of the map pieces.
DETAILED DESCRIPTION OF INVENTION
[018] The particular embodiments of the present invention will now be described
with reference to the accompanying drawings. The terminology used herein is for the purpose of describing particular embodiments only and is not intended to limit the scope of the present invention.
[019] The detailed description is construed as a description of the currently preferred
embodiment of the present invention and does not represent the only form in which the present invention may be practiced. This is to be understood that the same or equivalent functions may be accomplished, in any order unless expressly and necessarily limited to a particular order, by different embodiments that are intended to be encompassed within the scope of the present invention.
[020] The embodiment is chosen and described to provide the best illustration of the
principles of the invention and its practical application, and to enable one of ordinary skill in

the art to utilize the invention in various embodiments and with various modifications as are suited to the particular use contemplated.
[021] Furthermore, there is no intention to be bound by any expressed or implied
5 theory presented in the preceding technical field, background, brief summary or the following detailed description. It is further understood that the relational terms such as first, second etc., if any, are used solely to distinguish one from another entity, item or action without necessarily requiring or implying any actual such relationship or order between such entities, items or actions.
10
[022] The present invention is directed to an active learning system and method of
working of the same, based on the concept of fraction thereby facilitating learning of mathematical concepts and providing entertainment to the users and simultaneously allowing them to conceptualize mathematical operations. The learning system may have numerous
15 uses and applications, some of which are described hereinafter. However, the present invention, unless otherwise stated, is not to be construed to be limited to a particular product or type of product.
[023] Referring to Figure 1 illustrating a schematic view of the mathematical board
20 system 1 embodying all the components such as start point 2 having arrows in two directions; arrowed or directional blocks 3; pick a card block 4; underpass block 5; and map points 7.
[024] The learning system as illustrated in Figure 1, employs engagement of at least
two participants or more; the number of features of the system can be increased in the ratio
25 of the number of participants. The said system 1 comprising a mathematical board having directional blocks (arrowed blocks) 3 on the said board in the form of a loop on which participants (counters) move; fractional map pieces of a particular design on both sides located across the broken bridges to complete the map design; location cards 6displaying a number and symbols (e.g. cactus, tree and tortoise) for obtaining gems; utility cards (bridge
30 cards and bomb cards) 8 for construction or deconstruction of the bridge using bridge material, having a numerical value such as a fraction or an integer; at least two dice to decide the movement of user/participant along the directional blocks on the board and at least two counter(s) are provided to each participant.
6

[025] In the method of working of said system 1, the set of cards (Utility Cards &
Location Cards) are shuffled and stacked and placed face down. The dice is rolled by each of the participants and counter(s) are moved on the number of blocks of said board depending on the number displayed on the dice. On reaching a “Pick a Card” block 4 on the board, a 5 utility card 8 is picked to collect fraction of bridge material as mentioned on the picked card to construct or deconstruct bridges to reach Map Point 7. Once map point is reached, fraction of whole circular map corresponding to equivalent fraction mentioned on each map points is picked and once four map pieces 9 (across the bridges) are obtained, they are joined to complete the map design. A gem location card 6 with a similar design on the map is picked 10 and the location on the board is reached by the user/participant to obtain the gems. The user/participant possessing maximum gems excels in the mathematical board learning system.
[026] The learning activity is started by the participant getting highest number after
every participant rolls the dice once. The turn of each participant in the activity proceeds
15 clockwise. Participant with the larger number puts the counter on start block (having forward arrows in two directions). The counter moves the number of blocks in any two directions equal to the number on the dice rolled. The participants can roll one or both the dice(s) in each turn to move either of the counters. The choice of using one or both dice and either of the counter helps in making decisions for selecting only one counter for movement in each
20 turn.
[027] Figure 2 illustrates a schematic view of the utility cards 8 categorized as bridge
card 8a and bomb card 8b, identified by fractional unit or a number and pattern depicting the fraction of material to be employed for construction and deconstruction of the bridges.
25
[028] Figure 3 illustrates a schematic view of the location cards 6. The 18 location
cards have a face side 6a and front side 6b respectively. The cards 6 are classified in three categories using three different symbols and numbers. These symbols are of a cactus, a tree and a tortoise having numbers of values 6, 9 and 12 on it, but not limited to these symbols
30 and values and Figure 4 illustrates map pieces (front and back) 9.
[029] If the participant has a fractional bridge material equivalent to number on the
bridge the participant constructs the bridge and reaches map point 7. On reaching or crossing
7

a map point 7 the participant gets map pieces 9 equivalent to the fraction mentioned on the map point reached/crossed. Four map pieces 9 are required to complete the map design. Once the participant crosses the bridge, the participant may break it using the bomb card 8bof equal or partial fraction as on bridge, so that the other participant cannot use the same path. If another participant is required to use the bridge path, then the participant would be required to again make the bridge by utilizing own bridge card (8a). There are some under pass blocks 5 on the board which needs to be crossed using the path going under and not going over it.
[030] The bridge block on the board is a black dotted path. Participants are able to
make/ Break Bridge with the material as mentioned over it, in order to reach the map point 7. In order to get a part of map as mentioned over the map point 7, the participants are required to land or cross the map point. All map points are located across the bridge. Each map piece 9 bears a particular design, joining of four such map pieces 9 to complete a Map design. For any map design created, there are three corresponding location cards. One of the three location cards is picked without turning over to find the amount and type of card. The participant is required to reach or cross corresponding symbol on the board to obtain Gems. The participant in possession of a predefined number of gems (say 15 gems) is considered to have completed the task.
[031] Although the embodiments herein are described with various specific
embodiments, it will be obvious for a person skilled in the art to practice the invention with modifications. However, all such modifications are deemed to be within the scope of the claims.
[032] It is also to be understood that the following claims are intended to cover all
of the generic and specific features of the embodiments described herein and all the statements of the scope of the embodiments which as a matter of language might be said to fall there between.

WE CLAIM:

1)A mathematical board learning system based on fractions involving at least two participants or more, wherein the system comprising-

- a mathematical board 1 having directional blocks 3 (arrowed blocks) in the form of a loop on which participants (counters) move;
- at least two dices for allowing the user/participant to move along the directional blocks;
- at least eight counters to travel through the directional blocks(s), wherein each participant is provided with at least two counters;
- utility cards 8 for construction or deconstruction of the bridge;
- map pieces 9 of a particular design to complete the map design; and
- gem location cards 6a, 6b displaying a number and a pattern for obtaining gems.

2) The mathematical board learning system as claimed in Claim 1, wherein said directional block 3 is categorized as underpass block 5 and “Pick a Card” block 4.

3) The mathematical board learning system as claimed in Claim 1, wherein said utility cards 8 comprises of bridge cards 8a for construction and bomb cards 8b for deconstruction of bridge.

4) The mathematical board learning system as claimed in Claim 3, wherein said bridge and bomb cards 8a, 8b are identified by fractional unit or a number and pattern depicting the fraction of material to be employed for construction and deconstruction of the bridges.

5) The mathematical board learning system as claimed in Claim 1, wherein the map points 7 of a particular design are located across the bridges and four map pieces 9 are joined form a complete Map design.

6) The mathematical board learning system as claimed in Claim 1, wherein the gem location cards 6a, 6b comprises of 3 symbols or patterns (such as a cactus, a tree and a tortoise) with 3 different values.

7) A method of learning system as claimed in the Claim 1, wherein the method comprising the steps of:

-shuffling and stacking the set of cards (utility cards & gem location cards) and placing the cards face down;
-rolling the dice(s) by each of the participants and moving the counter(s) on the number of blocks of said board depending on the number displayed on the dice;
- picking a utility card on reaching a particular point on the board to collect a respective bridge material to construct or deconstruct bridges to reach Map Point 7;
-reaching a map point and picking fraction of map piece equivalent to the fraction mentioned on the map point;
-joining four map pieces 9 (across the bridges) to complete the map design;
-picking a gem location card with a similar design on the map;
-reaching the symbol obtained on the gem location card by the user/participant to obtain the gems; and
-determining a winner by identifying said participant first in possession of the maximum or predefined number of gems.

8) The method as claimed in Claim 7, wherein the participant(s) getting the larger number on the dice is the first to start moving the counter(s) on the board.

9) The method as claimed in Claim 7, wherein the participant can make/break the bridge with the same fraction as mentioned over the utility card. , Description:FIELD OF THE INVENTION

[001] The present invention in general relates to learning systems and methods, in particular, a mathematical board system (a learning tool- physical or online or offline) and a method for the same, based on the concept of mathematical fractions to draw connection with the real world in an entertaining way.

BACKGROUND OF THE INVENTION

[002] Fraction is one of the most important concept of mathematics, which represents a part of a whole or a group of objects, more generally, any number of equal part(s), for example, one-half, eight-fifths, three-quarters etc.

[003] In our everyday life we experience many such applications of fraction(s), where we find it difficult to understand, therefore, it becomes necessary to make concept of fraction easy to understand.

[004] In addition, working guardians are excessively occupied with their work, making it impossible to watch over their children’s educational needs, which makes the children worry and develop a fear of mathematical concept in them.

[005] However, there are several educational tools and kits, already available in the market to help the children, but, none of these tools give the simplicity of learning fractions in combination with amusement, information and education altogether.

[006] Therefore, there exists a need to develop a mathematical board system and a method for the same, based on the concept of mathematical fractions.

OBJECT OF THE INVENTION

[007] The prime object of the present invention is to provide a learning system and a method to strengthen the concept of fractions by overcoming or at least mitigating one or more deficiencies of known systems.

[008] Another object of the invention is to draw analogy between theoretical and practical mathematics by embedding the concept of fractions using the theme of fragmented city.

[009] Another object of the invention is to provide an entertaining learning system that involves at least two or more participants. The number of resources (i.e. cars & cards) used in the system can be increased in the proportion of number of participants.

[010] Another object of the invention is to provide a mathematical board system that uses mathematical calculations to accomplish missions and acquire rewards.

[011] Yet another object of the invention is to provide a mathematical board system that includes a map of a fragmented city to inculcate the knowledge with a sense of familiarity regarding direction signs and landmarks on the map.

[012] Still further object of the invention is to enhance a sense of decision making capability required for construction and destruction of bridge in order to complete the task(s) at the earliest.

[013] Other objects and advantages of the present invention will become apparent from the following description taken in connection with the accompanying drawings, illustrations and examples to disclose the aspects of the present invention.

SUMMARY OF THE INVENTION

[014] The present invention is a learning system and method thereof, encouraging learning of basic concept of fractions in an easy way to the users/participants.

[015] The mathematical board learning system of the present invention involves at least two or more participants and is comprising directional blocks (arrowed blocks) on the said board in the form of a loop on which participants (counters) move; fractions of the map with a particular design on both sides located across the broken bridges to complete the map design; location cards displaying a number and a pattern (cactus, tree and tortoise) for obtaining gems; utility cards (bridge cards and bomb cards) for construction or deconstruction of the bridge using bridge material, having a numerical value such as a fraction or an integer; at least two dice to decide the movement of user/participant along the directional blocks on the board and at least two counter(s) are provided to each participant.

[016] In the method of working of said system, the set of cards (Utility Cards & Location Cards) are shuffled and stacked and placed face down; the dice is rolled by each of the participants and counter(s) are moved on the number of blocks of said board depending on the number displayed on the dice; on reaching a particular marked point on the board, a utility card is picked to collect fraction of bridge material as mentioned on the picked card to construct or deconstruct bridges to reach Map Point; on reaching map point, corresponding fraction of map is picked as mentioned on the map point ; on obtaining four map pieces (across the bridges), they are joined to complete the map design; a gem location card with a similar design on the map is picked and the location on the board is reached by the user/participant to obtain the gems. If one counter of any participant is crashed into a ditch (a case wherein the participant doesn’t have enough fraction of bridge material to complete the path and ends up in a ditch) or by another car (a case where car of one participant is knocked down by a car of another participant) thrice, then the counter cannot move further. The participant can trade a fraction (one-third) of the total gems possessed to move the crashed counter again. The user/participant possessing maximum gems excels in the mathematical board learning system.

BRIEF DESCRIPTION OF DRAWINGS

[017] The present invention may be better understood, and its numerous objects, features, components and advantages are made apparent to those skilled in the art, by referring to the accompanying drawings, in which:

Figure 1 illustrates a schematic view of the mathematical board learning system according to an exemplary embodiment of the present invention;

Figure 2 illustrates a schematic view of the utility cards (bridge cards and bomb cards);

Figure 3 illustrates a schematic view of the location cards; and

Figure 4 illustrates a diagrammatic representation of the map pieces.

DETAILED DESCRIPTION OF INVENTION

[018] The particular embodiments of the present invention will now be described with reference to the accompanying drawings. The terminology used herein is for the purpose of describing particular embodiments only and is not intended to limit the scope of the present invention.

[019] The detailed description is construed as a description of the currently preferred embodiment of the present invention and does not represent the only form in which the present invention may be practiced. This is to be understood that the same or equivalent functions may be accomplished, in any order unless expressly and necessarily limited to a particular order, by different embodiments that are intended to be encompassed within the scope of the present invention.

[020] The embodiment is chosen and described to provide the best illustration of the principles of the invention and its practical application, and to enable one of ordinary skill in the art to utilize the invention in various embodiments and with various modifications as are suited to the particular use contemplated.

[021] Furthermore, there is no intention to be bound by any expressed or implied theory presented in the preceding technical field, background, brief summary or the following detailed description. It is further understood that the relational terms such as first, second etc., if any, are used solely to distinguish one from another entity, item or action without necessarily requiring or implying any actual such relationship or order between such entities, items or actions.

[022] The present invention is directed to an active learning system and method of working of the same, based on the concept of fraction thereby facilitating learning of mathematical concepts and providing entertainment to the users and simultaneously allowing them to conceptualize mathematical operations. The learning system may have numerous uses and applications, some of which are described hereinafter. However, the present invention, unless otherwise stated, is not to be construed to be limited to a particular product or type of product.

[023] Referring to Figure 1 illustrating a schematic view of the mathematical board system 1 embodying all the components such as start point 2 having arrows in two directions; arrowed or directional blocks 3; pick a card block 4; underpass block 5; and map points 7.

[024] The learning system as illustrated in Figure 1, employs engagement of at least two participants or more; the number of features of the system can be increased in the ratio of the number of participants. The said system 1 comprising a mathematical board having directional blocks (arrowed blocks) 3 on the said board in the form of a loop on which participants (counters) move; fractional map pieces of a particular design on both sides located across the broken bridges to complete the map design; location cards 6displaying a number and symbols (e.g. cactus, tree and tortoise) for obtaining gems; utility cards (bridge cards and bomb cards) 8 for construction or deconstruction of the bridge using bridge material, having a numerical value such as a fraction or an integer; at least two dice to decide the movement of user/participant along the directional blocks on the board and at least two counter(s) are provided to each participant.
[025] In the method of working of said system 1, the set of cards (Utility Cards & Location Cards) are shuffled and stacked and placed face down. The dice is rolled by each of the participants and counter(s) are moved on the number of blocks of said board depending on the number displayed on the dice. On reaching a “Pick a Card” block 4 on the board, a utility card 8 is picked to collect fraction of bridge material as mentioned on the picked card to construct or deconstruct bridges to reach Map Point 7. Once map point is reached, fraction of whole circular map corresponding to equivalent fraction mentioned on each map points is picked and once four map pieces 9 (across the bridges) are obtained, they are joined to complete the map design. A gem location card 6 with a similar design on the map is picked and the location on the board is reached by the user/participant to obtain the gems. The user/participant possessing maximum gems excels in the mathematical board learning system.

[026] The learning activity is started by the participant getting highest number after every participant rolls the dice once. The turn of each participant in the activity proceeds clockwise. Participant with the larger number puts the counter on start block (having forward arrows in two directions). The counter moves the number of blocks in any two directions equal to the number on the dice rolled. The participants can roll one or both the dice(s) in each turn to move either of the counters. The choice of using one or both dice and either of the counter helps in making decisions for selecting only one counter for movement in each turn.

[027] Figure 2 illustrates a schematic view of the utility cards 8 categorized as bridge card 8a and bomb card 8b, identified by fractional unit or a number and pattern depicting the fraction of material to be employed for construction and deconstruction of the bridges.

[028] Figure 3 illustrates a schematic view of the location cards 6. The 18 location cards have a face side 6a and front side 6b respectively. The cards 6 are classified in three categories using three different symbols and numbers. These symbols are of a cactus, a tree and a tortoise having numbers of values 6, 9 and 12 on it, but not limited to these symbols and values and Figure 4 illustrates map pieces (front and back) 9.

[029] If the participant has a fractional bridge material equivalent to number on the bridge the participant constructs the bridge and reaches map point 7. On reaching or crossing a map point 7 the participant gets map pieces 9 equivalent to the fraction mentioned on the map point reached/crossed. Four map pieces 9 are required to complete the map design. Once the participant crosses the bridge, the participant may break it using the bomb card 8bof equal or partial fraction as on bridge, so that the other participant cannot use the same path. If another participant is required to use the bridge path, then the participant would be required to again make the bridge by utilizing own bridge card (8a). There are some under pass blocks 5 on the board which needs to be crossed using the path going under and not going over it.

[030] The bridge block on the board is a black dotted path. Participants are able to make/ Break Bridge with the material as mentioned over it, in order to reach the map point 7. In order to get a part of map as mentioned over the map point 7, the participants are required to land or cross the map point. All map points are located across the bridge. Each map piece 9 bears a particular design, joining of four such map pieces 9 to complete a Map design. For any map design created, there are three corresponding location cards. One of the three location cards is picked without turning over to find the amount and type of card. The participant is required to reach or cross corresponding symbol on the board to obtain Gems. The participant in possession of a predefined number of gems (say15 gems) is considered to have completed the task.

[031] Although the embodiments herein are described with various specific embodiments, it will be obvious for a person skilled in the art to practice the invention with modifications. However, all such modifications are deemed to be within the scope of the claims.

[032] It is also to be understood that the following claims are intended to cover all of the generic and specific features of the embodiments described herein and all the statements of the scope of the embodiments which as a matter of language might be said to fall there between.