|Publication number||US1649578 A|
|Publication date||Nov 15, 1927|
|Filing date||Dec 8, 1926|
|Priority date||Dec 8, 1926|
|Publication number||US 1649578 A, US 1649578A, US-A-1649578, US1649578 A, US1649578A|
|Inventors||Deming Rollin G|
|Original Assignee||Deming Rollin G|
|Export Citation||BiBTeX, EndNote, RefMan|
|Referenced by (15), Classifications (4)|
|External Links: USPTO, USPTO Assignment, Espacenet|
Nov. 15, 1927.
1,649,578 R. G. DEMING EDUCATI ONAL DEVI CE I' Filed Dec. 8, 1926 2 Sheets-Sheet l Which i.; grenier/ind How MUCh: -vr' 1p jaw# III
R EDET'H Nov. 15, 1927.
R. G. DEMING EDUCATI ONAL DEVICE Filed Dec. 8, 1926 2 Sheets-Sheet 2 v S11/vento@ am? J R E Demg Patented Nov. i5, `1921.
PATENT OFFICEy nomina G. DEMING, ori/munitie, NORTH DAKOTA.
Application led December 8, 1926. vSerial No. 153,416.
The present invention is directed to im` provements in educational devices n The primary object of the invention is to provide a device of this character' so con,
structed that a child canbe taught the rudiments of common` fractions in an extremely simple and practical manner. i
Another object of the invention ris to' provide a device of this kind soconstructed that a child will be enabled to readily distinguish the `fractional parts of a `whole unit in such manner that they will be instilled in his mind. f
Another object vide a device of this kind wherein a plurality of blocks designating fractional parts of a unit may be interchangeably arranged' for comparison with other blocks bearing-.fractional par-ts of a unit to enable a child to readily see the relation Vof the fraction to a unit.
Another object of the invention is to p rovide a device of this kind capable of being suspended adjacent a black-board in order that examples selected may be worked upon the black-board and further, to combine with the device a series of charts bearing various examples in fractions.
In the accompanying drawings:
Figure 1 is a front view of the device.
Figure 2 is a sectional view on line 2-2 of Figure 1. y
Figure 3 is a fragmentary view, showing one example.
Figure 4 is a similar view showing another example. n
Figure 5 is a detail vertical sectional View through a part of the board and chart.
Referring to the drawing, 1 designates the board, which may be formed from any suitable material and is provided with a plurality of vertically disposed grooves 2, said grooves varying in length to accommodate series of blocks 3 bearing different fractional parts of a unit. Y
These blocks may beformed from paper or cardboard and are adapted to be readily placed in or removed from the grooves 2 as different examples are being taught.
A pair of vertically disposed laterally spaced strips 4: are suitably secured to the board adjacent one side thereof, and U- shaped members 5 supported thereby to provide a rack for holding a plurality of blocks 6. The lower ends of the strips 4 are connected by a bar 7 upon which the lower ends of the invention is to proof the blocks 6 rest. It will be observed uponreference to Figure 1 that the outermost block G is divided into equal parts and each part marked to designate a fractional part ofthe whole block or unit. It is to be understoodthat a block is removed from the rack and cut into fractional parts of the whole in order that a child may readily follow the example,` For instance, if the whole block is removed and cut intofrac-s tional `parts the child will readily see that a certain number of fractional parts are contained inthe `whole unit. f
The chart consists of a plurality of leaves 8 upon both sides of which Vthe examples are printed, said leaves being suspended on rings9 in order that the leaves may be conveniently turned to disclose various examples on the front and' rear faces thert'eof.` lThese leaves are provided with openings 1() adapt ed to engage the hooks 11 carried by the board 1 in order to hold a leaf with the printed .example on the rear face in plain view.
Assuming that an example on a leaf of the l chart is as follows:
lVhich is greater, and how much: 3//1 or 1/2? This problem is shown in Figure 1, where a block bearing 1/2 is placed in one groove 2'and a series of blocks bearing 1/4e placed in an adjacent groove. The child will readily see that the upper end of the block bearing 1/2 is in a plane with the upper edge of the center block of the series ofy blocks bearing V1/11. This clearly illustrates that 3/4 is greater than 1/2 and the fact that one block bearing 1/4 is above the upper edge of the block bearing 1/2 shows that 3/1 is 1/4 greater than 1/2. It will be observed that if another block bearing 1/2 is placed in the groove containing the blocks bearing 1/2, a whole unit is obtained, and upon adding another block upon the series bearing l/t will show that 2/2 equal 1 whole, as will 4/4. It is also apparent that blank blocks 6 may be used to place along side of the fraction-bearing blocks in order to readily determine the fractional parts of the whole unit.
Figure 1 also illustrates the fractional relation of 12/12 and 6/6 and 16/16 and 24/24. Thus a child, uppn comparing the.
ll() l example illustrates'that l/3 equals 4/12 or vice versa. It 'will be understood that the grooves will he only occupied with blocks pertaining to the exainpleheing `vvorkedo as not to confuse the mind ofthe child.
The fact that the whole blocks are divided into parts representative of the denomina-V tion of the fractional parts before `the child helps greatly hy object lesson or illustration, *the illustration being performed in a mechanical Way. For instance, akhloclr is cut finto `two `equal parts, or blocks5 each representing l/Qoll a Whole, the blocks representing the `divisor fof f1/2, as l/et or 1/8 show by their comparative length with yrespect to the 1/2 hlock the number of tiines eac-h Willhe contained therein.
"Having thusdescrihed the invention, I claim: i 1` t a ,t
l; An educational device for teaching fractions comprising.atbloard having grooves formed directly therein and varying in leingfth,` `and blocks hearing fractional `parte of a unit capable of being placed in series inthe-grooves to atlord comparison with respect to each series.
2. An `educadrional `device ifor teaching fractions comprising a fhoard li aving `grooves formed directly in its front face `and varying inlengthgblocks bearing 'fractional parts of a unit, capable `of"beingplaced `in series in selected grooves to afford comparison with respect to .each vseries.
3. An educational ydevlce `:tor teaching fractions comprising 'av hoard, a `rack carriedh37 the hoard including spacedside strips and U-sliaped` members having their ends iixedfto i said strips7 said rack serving to" contain blocks, denoting whole units,isr1id board having grooves therein, for receiv ing the second named hloclcsii'iswlwle units,
or receiving blocks obtained Aby dividingythe Whole strips into fractional `parts thereofV In testimony whereof-India myieignature:
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