[001] The present invention relates generally to a learning tool and in particular, discloses a mathematical board system (an entertainment cum learning tool) and a method for the same, based on the concept of two-dimensional co-ordinate geometry for amusement, information and education purposes.
BACKGROUND OF THE INVENTION
[002] Coordinate geometry is one of the most important and exciting ideas of mathematics. The number plane (Cartesian plane) is divided into four quadrants by two perpendicular axes called the x-axis (horizontal line) and the y-axis (vertical line). These axes intersect at a point called the origin.
[003] The concepts of coordinate geometry is considered to be complex and therefore it is observed that children find it difficult to understand. However, the knowledge of coordinate geometry has wider application in our everyday life which includes describing location/position in terms of latitude and longitude, map projections, digital world and other such applications and therefore, understanding the concept becomes essential for everyone especially for children.
[004] Working parents hardly get any time these days to watch over their children's educational needs. Adding to this problem is the abstract nature of mathematics which creates a lot of anxiety in students and pile up with all the burden of math exercises and unrealistic concepts.
[005] In addition to the above, there are numerous educational tools and kits available in the market, however, none of these tools or kits apply the principles of coordinate geometry. Although, several systems using mathematics as a basic structure have been seen in the past, none of them individually or in combination provide amusement, information and education altogether.

[006] Therefore, there exists a need to develop a new and improved entertaining mathematical board learning system (an entertainment cum learning tool) and a method for using the same, based on the concept of two-dimensional co-ordinate geometry for amusement, information and education purposes.
OBJECT OF THE INVENTION
[007] The prime object of the invention is to provide a mathematical board learning system based on the concept of coordinate geometry, to overcome or at least mitigate one or more deficiencies of known tools or kits, or at least provide an alternative.
[008] Another object of the invention is to provide a mathematical board learning system that involves at least two and at most four participants or users.
[009] Another object of the invention is to provide a mathematical board system that uses some mathematical calculations for distribution of points and assist in learning mathematical skills.
[010] Yet another object of the invention is to provide a mathematical board system that assists participants/users in drawing connection between mathematical concepts of coordinate geometry with other disciplines and the real world.
[011] Still further object of the invention is to provide a mathematical board system that familiarizes users with the concept of quadrants, plotting co-ordinates on a 2-D plane.
[012] 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
[013] The present invention is envisioned to a new and improved mathematical board learning system, based on the concept of coordinate geometry for amusement, information and education purposes.
[014] According to one embodiment of the present invention, the new and improved mathematical board learning system involving at least two and at most four participants or users, comprising-
a foldable board with rectangular grids comprising matrix of dots arranged evenly in rows and columns throughout the board, denoting various co-ordinates on a 2-D plane, having a top (main) surface of ocean theme on a first side and a base surface on a second side;
said top surface side comprises plurality of geometrical patterns of different colors arranged in four quadrants on said board;
at least two counters of the same color serving as an indication for each of said participant(s), wherein said first counter is for movement on said board and second counter is for placing on a particular geometric pattern to mark territory, a compass having two concentric circles divided into four different set of colors with several set of numbers placed on the circumference of each said circle a mint bank having mints (points or tokens) of values ranging between 10-50 all of the same/different color used as rewards for participants/ users; and at least four finishing points labelled at the corner of each of the four quadrants on said board.
[015] In the present invention, the positive and negative quadrants on the board are symbolized with the help of different colors, for example red and blue. There are four finishing points or edges, and the first participant to reach the finishing point first avails bonus points. There may be two different shaped counters, may be called as SHIP and CONE (4 SHIPS per participant and 15 CONES per participant) respectively of same color indicating each participant. The CONE is used as a marker to represent the participant's territory occupied on the geometrical pattern, may be called as PATCH.

BRIEF DESCRIPTION OF DRAWINGS
[016] 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 drawing, in which:
[017] Figure 1 illustrates a schematic view of front surface of the mathematical board learning system according to an exemplary embodiment of the present invention.
[018] Figure 2 illustrates a schematic view of the base surface of the mathematical board system.
[019] Figure 3 illustrates a schematic view of the compass of the mathematical board system.
DETAILED DESCRIPTION OF INVENTION
[020] Particular embodiments of the present invention are described below 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.
[021] 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.
[022] 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.

[023] 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.
[024] The present invention, is a board learning system employing mathematics (Co-ordinate Geometry) as a principal part while carrying out the system activity. The present invention provides a flat or substantially flat area such as a board marked with divisions of four quadrants around the central axis. The quadrants of the board may of different color or opposite/diagonal quadrants may be of same color.
[025] Referring to Figure 1 illustrating a schematic view of front surface of the of the folding board 1 embodying all the components likewise Star design 3, Shores 2, Tokens and Counters according to a mathematical learning system of the present invention.
[026] Also, referring to Figure 2 that illustrates a schematic view of the base surface of the board.
[027] The board learning system employs engagement of at least two and at most four participants, however the number of features of the system can be increased in the ratio of the number of participants, comprising a foldable board 1 with rectangular grids comprising matrix of dots arranged evenly in rows and columns throughout the board, denoting various co-ordinates on a 2-D plane, having a top (main) surface of ocean theme on a first side and a base surface on a second side, the top surface side comprises plurality of geometrical patterns 3 of different colors arranged in four quadrants on board; at least two counters of the same color serving as an indication for each of participant, wherein first counter is for movement on board and second counter is for placing on a particular design pattern to mark territory; a compass having positive and negative quadrants marked with coordinates 0, 1,2, 3 and placed on the center of board (i.e. the central axis); a mint bank having mints (token or points) of values ranging between 10-50 all of the same/different color used as rewards for participants/

users; and at least four finishing points or edges 2 labelled the corner of each of the four quadrants on board 1.
[028] The compass as shown in Figure 3, is a circular instrument with two concentric circles divided into four different set of colors with several set of numbers placed on the circumference of each circle. The compass needle marked with coordinates 0, 1, 2, 3 and so on is held in the hands of the participant(s) and flicked to determine the position to be plotted on the board 1. Positive and negative values on the compass are symbolized with the help of different colors for example red (positive quadrant) and blue (negative quadrant); Red value, Blue value- e.g. (0, -3); Red value, Red value- e.g. (2, 1) and Blue value, Blue value- e.g. (-2, -2). There are four finishing points or edges 2, and the first participant to reach a finishing first avails bonus points. There may be two different shaped counters, called as SHIP and CONE respectively of same color indicating each participant. The CONE is used as a marker to represent the participant's territory occupied on the geometrical pattern, may be called as PATCH 3.
[029] Different patches on the board represents a territory/treasure and their respective MINTS are also marked on the PATCHES 3. The participant collects MINTS OR TOKEN by first landing on PATCHES 3 and try to reach the SHORES 2 at each corners of the board. SHORES 2 serve as finishing point. The system has different counter (CONE) as marker to show occupied PATCH by a participant. Each participant is assigned a set of counters (SHIPS) of same color to initiate the activity and another set of counters (CONE) to mark territory on the PATCH 3. The mints (tokens) of pre-defined value are paid by the other participants reaching later on the particular PATCH 3 to the participant already owing the territory on the PATCH 3. The mints (token or points) of values ranging between 10-50 used as rewards for participants/ users to encourage and motivate them.
[030] The method/process involved in using the new and improved mathematical board learning system, comprises the steps of movement of at least one counter (SHIP)from the center of said board towards a particular quadrant, based on the coordinates obtained during the orientation of a compass; gathering mints (tokens) of pre-defined value by the participant on reaching first to the particular geometrical pattern (PATCH) and placing at least another counter (CONE) representing said participant's or user's territory on said particular

geometrical pattern (PATCH); paying mints (tokens) of pre-defined value by the other participants reaching later on the particular geometrical pattern (PATCH) to the participant already owing the territory; and determining the winning participant who attains maximum bonus points (tokens) and reaching at least one SHORE, prior to other participants.
[031] A participant using a counter starts moving from the START point (i.e. (0, 0) axis on the board) towards the direction as obtained from the arrow of the compass in the center. All four counters of each participant move in different/same QUADRANTS on the board. Participant landing on a PATCH first gathers MINTS (tokens) worth the value marked on that PATCH and places a counter (CONE) representing the participant's territory on the PATCH. Any other participant landing on that territory transfers MINTS worth the value on that PATCH to the participant owing the territory.
[032] If any participant gets stranded anywhere and is not able to move after rotating the needle due to any reason other than occurrence of (0, 0), the participant takes another chance on the COMPASS. Once a participant reaches the finishing point (for example- at the corner of a quadrant on the board) in any QUADRANT, the other counters in that quadrant can move no further and participants continue their activity in the other QUADRANTS. The participant to reach a SHORE (for example at the corner of the quadrant of the board) first gets BONUS points (for example- 20 MINTS). The activity ends when all four finishing points are occupied and the richest participant succeeds.
[033] 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.
[034] 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) An improved mathematical board learning system involving at least two and at most
four participants or users, the system comprising-
a foldable board 1 with a rectangular grid having a top (main) surface of ocean theme
on a first side and a base surface on a second side;
said top surface side is divided into plurality of geometrical patterns 3 of different
colors arranged in four quadrants on said board;
at least two counters of the same color serving as an indication for each of said
participant(s), wherein said first counter is for movement on said board and second
counter is for placing on a particular geometric pattern to mark territory.
a compass having two concentric circles divided into four different set of colors with
several set of numbers placed on the circumference of each said circle
a mint bank having mints (points or tokens) of values ranging between 10-50 all of
the same/different color; and
at least four finishing points or edges 2 labelled at the corner of each of the four
quadrants on said board;
wherein,
at least one counter (SHIP) is moved from the center of said board 1 towards a particular quadrant, based on the coordinates obtained during the orientation of a compass; a pre¬defined value of mints (tokens) is gathered by the participant on reaching first to the particular geometrical pattern 3 and another counter representing said participant's or user's territory is placed on said particular geometrical pattern 3; mints (tokens) of pre¬defined value is paid by the other participants reaching later on the particular geometrical pattern to the participant already owing the territory; and the participant who attains maximum bonus points (tokens) and reaches at least one finishing point or edge 2, prior to other participants wins.
2) The mathematical board learning system as claimed in Claim 1, wherein the compass
comprises two concentric circles divided into four different set of colors with several

set of numbers placed on the circumference of each said circle and the positive and negative quadrants on said compass are symbolized with the help of different colors, preferably red and blue.
The mathematical board learning system as claimed in Claim 1, wherein said counters are called as SHIP and CONE respectively and are of the same color indicating each participant (i.e. four colors for four participants).
The mathematical board learning system as claimed in Claim 3, wherein said CONE is used a marker to represent the participant's territory occupied on board.
The mathematical board learning system as claimed in Claim 3, wherein there are 4 SHIPS per participant and 15 CONES per participant.