U.S. patent application number 11/667559 was filed with the patent office on 2007-11-22 for game tool and game method.
Invention is credited to Yukinori Okajima.
Application Number | 20070267817 11/667559 |
Document ID | / |
Family ID | 36336282 |
Filed Date | 2007-11-22 |
United States Patent
Application |
20070267817 |
Kind Code |
A1 |
Okajima; Yukinori |
November 22, 2007 |
Game Tool and Game Method
Abstract
A game tool and game method producing a high learning effect
enabling the user to learn and acquire mathematic ability. The game
tool contains cards having a front cover unit displaying an equal
sign on a main surface of the card and a display unit displaying
one of either a numeral from 0 to 9 or a mathematical operation
symbol on a surface opposite to the surface of the card having the
front cover unit. The game method uses this game tool. The user can
play by creating an equation using the equal sign, numerals, and
mathematical operation symbols displayed on the cards. Thereby, the
user can learn and acquire mathematic ability through the game.
Inventors: |
Okajima; Yukinori; (Tokyo,
JP) |
Correspondence
Address: |
RABIN & Berdo, PC
1101 14TH STREET, NW
SUITE 500
WASHINGTON
DC
20005
US
|
Family ID: |
36336282 |
Appl. No.: |
11/667559 |
Filed: |
November 11, 2004 |
PCT Filed: |
November 11, 2004 |
PCT NO: |
PCT/JP04/16772 |
371 Date: |
May 11, 2007 |
Current U.S.
Class: |
273/299 |
Current CPC
Class: |
A63F 1/04 20130101; A63F
1/00 20130101; A63F 1/02 20130101; A63F 2003/046 20130101; A63F
3/0457 20130101; A63F 2001/0416 20130101 |
Class at
Publication: |
273/299 |
International
Class: |
A63F 1/00 20060101
A63F001/00 |
Claims
1. A game tool furnished with multiple cards, comprising: a front
cover unit displaying an equal sign on a main surface of the card;
and a display unit displaying one of either a numeral from 0 to 9
or a mathematical operation symbol on a surface opposite to the
main surface of the card having the front cover unit, wherein an
equation using the numerals and mathematic operation symbols of the
display unit and the equal sign is created to play the multiple
cards.
2. The game tool according to claim 1, wherein there is no
difference between the cards in relation to the main surface having
the front cover unit.
3. The game tool according to claim 1, wherein the multiple cards
pertain to multiple groups made up of the fourteen cards having the
numerals 0 to 9 and addition, subtraction, multiplication, and
division symbols as the mathematical operation symbols and
information by which the group can be distinguished is displayed on
the display unit.
4. The game tool according to claim 1, wherein a prescribed number
of the cards is distributed to multiple participants, wherein the
equation is created using the distributed cards, and wherein a rank
of the participants is decided using at least one of the numeral of
a solution of the equation or the number of cards used to create
the equation.
5. The game tool according to claim 1, wherein a prescribed number
of the cards is distributed to multiple participants, wherein
multiple remaining cards that are not distributed to the
participants are placed in a manner such that all of the
participants can confirm the front cover unit, wherein a prescribed
number of displayed cards taken from the remaining cards is placed
adjacent to the remaining cards in a manner such that all of the
participants can confirm the display unit, and wherein the
participants use the distributed cards to create the equation using
the equal sign displayed on the front cover unit of the remaining
cards and the mathematical operation symbol or numeral displayed on
the display unit of the displayed cards.
6. The game tool according to claim 3, wherein a prescribed number
of the cards is distributed to multiple participants, wherein the
multiple remaining cards that are not distributed to the
participants are placed in a manner such that all of the
participants can confirm the front cover unit, a prescribed number
of the displayed cards taken from the remaining cards is placed in
a manner such that all of the participants can confirm the display
unit, wherein, in a case where the numeral is displayed in the
display unit of the displayed card, the card having the same
numeral as the displayed card, the card having the same group as
the displayed card, or the card used in the equation having the
numeral of the display unit as a solution is presented, and
wherein, in a case where the addition, subtraction, multiplication,
or division symbol is displayed in the display unit of the
displayed card, the card having the same addition, subtraction,
multiplication, or division symbol as the displayed card or the
card having the same group as the displayed card is presented.
7. A game method using a game tool furnished with multiple cards,
the game tool comprising a front cover unit displaying an equal
sign on a main surface of the card and a display unit displaying
one of either a numeral from 0 to 9 or a mathematical operation
symbol on a surface opposite to the surface of the card having the
front cover unit, the game method comprising the steps of:
distributing a prescribed number of cards to multiple participants;
creating an equation using the distributed cards; and deciding a
rank of the participants using at least one of the numeral of a
solution of the equation or the number of cards used to create the
equation.
8. A game method using a game tool furnished with multiple cards,
the game tool comprising a front cover unit displaying an equal
sign on a main surface of the card and a display unit displaying
one of either a numeral from 0 to 9 or a mathematical operation
symbol on a surface opposite to the surface of the card having the
front cover unit, the game method comprising the steps of:
distributing a prescribed number of cards to multiple participants;
placing multiple remaining cards that are not distributed to the
participants in a manner such that all of the participants can
confirm the front cover unit; placing a prescribed number of
displayed cards taken from the remaining cards adjacent to the
remaining cards in a manner such that all of the participants can
confirm the display unit; and using the cards distributed to the
participants to create an equation using the equal sign displayed
on the front cover unit of the remaining cards and the mathematical
operation symbol or numeral displayed on the display unit of the
displayed cards.
9. A game method using a game tool furnished with multiple cards,
the game tool comprising: a front cover unit displaying an equal
sign on a main surface of the card; and a display unit displaying
one of either a numeral from 0 to 9 or a mathematical operation
symbol on a surface opposite to the surface of the card having the
front cover unit, wherein the multiple cards pertain to multiple
groups made up of the fourteen cards having the numerals 0 to 9 and
addition, subtraction, multiplication, and division symbols as the
mathematical operation symbol and information by which the group
can be distinguished is displayed on the display unit, the game
method comprising the steps of: distributing a prescribed number of
cards to multiple participants; placing multiple remaining cards
that are not distributed to the participants in a manner such that
all of the participants can confirm the front cover unit; placing a
prescribed number of displayed cards taken from the remaining cards
in a manner such that all of the participants can confirm the
display unit; in a case where the numeral is displayed in the
display unit of the displayed card, presenting the card having the
same numeral as the displayed card, the card having the same group
as the displayed card, or the card used in an equation having the
numeral of the display unit as a solution, and in a case where the
addition, subtraction, multiplication, or division symbol is
displayed in the display unit of the displayed card, presenting the
card having the same addition, subtraction, multiplication, or
division symbol as the displayed card or the card having the same
group as the displayed card.
Description
FIELD OF THE INVENTION
[0001] The present invention relates to a game tool and game
method, in particular a game tool and game method having an
educational effect in mathematics.
BACKGROUND OF THE INVENTION
[0002] Game tools that can exhibit educational effects through a
game range from game tools developed to teach words and letters to
young children, to game tools targeted at a large age range such as
chess, Japanese chess, go, and the like. Game tools developed for
educating young children, however, are not appropriate for a person
above an elementary or junior high school level. Therefore, even
though a young child does not grow tired of such a game tool, a
person above the target age range has no interest in the game
tool.
[0003] On the other hand, game tools such as chess, Japanese chess,
and go can be enjoyed by both children and adults, but are very
complex and deep and it is difficult to express the logic behind
the game. That is, it is necessary to accumulate special training
to proceed logically, generally leading to a large amount of
reliance on intuition. Accordingly, it becomes difficult to achieve
the educational effect.
[0004] Taking the above into consideration, the game tool is
developed that can simply teach a logical way of thinking. The game
tool uses two separated groups of cards on which numerals 0 through
9 are written, and involves deducing the numeral held by a
partner.
[0005] Patent Document 1: Japanese Patent Application Publication
"Hei08-276047"
DISCLOSURE OF THE INVENTION
[0006] The game tool of Patent Document 1, however, is only for
teaching a logical way of thinking. Accordingly, mathematics cannot
be learned or acquired through this game tool.
[0007] It is an objective of the present invention, in
consideration of the above situation, to provide a game tool and
game method having a high educational effect and through which a
user, hereinafter referred to as a participant, can learn and
acquire mathematic ability.
[0008] The game tool of the present invention is furnished with
multiple cards. The cards contain a front cover unit displaying an
equal sign on a main surface of the card and a display unit
displaying one of either a numeral from 0 to 9 or a mathematical
operation symbol on a surface opposite to the surface of the card
having the front cover unit. The game tool is played by creating an
equation using the numerals and mathematic operation symbols of the
display unit and the equal sign.
[0009] Through the game tool of the present invention, the equation
can be created using the equal sign of the front cover unit and the
numerals and mathematic operation symbols of the display unit. By
creating the equation from a limited number of cards, the
participant can learn and acquire mathematic ability as well as a
flexible mentality and logical way of thinking.
[0010] In the game tool of the present invention, there is no
difference between the cards in relation to the main surface having
the front cover unit. Therefore, at a time when multiple
participants enjoy the game tool, the game aspect is increased and
the participants can acquire the flexible mentality and logical way
of thinking by creating the equation while predicting the cards of
the other participant's because the cards of the other
participant's cannot be directly seen.
[0011] In the game tool of the present invention, there are
multiple groups made up of the fourteen cards having the numerals 0
to 9 and an addition, subtraction, multiplication, and division
symbol as the mathematical operation symbol. The display unit of
the cards displays information by which the group can be
distinguished. Therefore, because the same numeral and addition,
subtraction, multiplication, and division symbol is not duplicated
in one group, the participant can acquire the logical way of
thinking by predicting the cards not used to create the
equation.
[0012] Furthermore, a prescribed number of cards is distributed to
the multiple participants, the equation is created using the
distributed cards, and a rank of the participants is decided using
at least one of the numeral of a solution of the equation or the
number of cards used to create the equation. In this manner the
game aspect is increased through the multiple participants
competing for the rank and the participant can learn while enjoying
the game.
[0013] In the game tool of the present invention, the prescribed
number of cards is distributed to the multiple participants,
multiple remaining cards that are not distributed to the
participants are placed in a manner such that all of the
participants can confirm the front cover unit, a prescribed number
of displayed cards taken from the remaining cards is placed
adjacent to the remaining cards in a manner such that all of the
participants can confirm the display unit, and the participants use
the distributed cards to create the equation using the equal sign
displayed on the front cover unit of the remaining cards and the
mathematical operation symbol or numeral displayed on the display
unit of the displayed cards. Therefore, the participant can learn
and acquire mathematic ability through the game.
[0014] In the game tool of the present invention, a prescribed
number of cards is distributed to the multiple participants, the
multiple remaining cards that are not distributed to the
participants are placed in a manner such that all of the
participants can confirm the front cover unit, and a prescribed
number of the displayed cards taken from the remaining cards is
placed in a manner such that all of the participants can confirm
the display unit. In a case where the numeral is displayed in the
display unit of the displayed card, the card having the same
numeral as the displayed card, the card having the same group as
the displayed card, or the card used in the equation having the
numeral of the display unit as a solution is presented. In a case
where the addition, subtraction, multiplication, or division symbol
is displayed in the display unit of the displayed card, the card
having the same addition, subtraction, multiplication, or division
symbol as the displayed card or the card having the same group as
the displayed card is presented. Therefore, the participant can
learn and acquire mathematic ability through the game.
[0015] The game method of the present invention uses the game tool
that is furnished with multiple cards. The cards contain the front
cover unit displaying the equal sign on the main surface of the
card and the display unit displaying one of either a numeral from 0
to 9 or a mathematical operation symbol on the surface opposite to
the surface of the card having the front cover unit. The game
method involves distributing the prescribed number of cards to the
multiple participants, creating the equation using the distributed
cards, and deciding the rank of the participants using at least one
of the numeral of the solution of the equation or the number of
cards used to create the equation. Therefore, the participant can
learn and acquire mathematic ability through the game.
[0016] The game method of the present invention uses the game tool
that is furnished with multiple cards. The cards contain the front
cover unit displaying the equal sign on the main surface of the
card and the display unit displaying one of either a numeral from 0
to 9 or a mathematical operation symbol on the surface opposite to
the surface of the card having the front cover unit. The game
method involves distributing the prescribed number of cards to the
multiple participants, placing the multiple remaining cards that
are not distributed to the participants in a manner such that all
of the participants can confirm the front cover unit, placing the
prescribed number of displayed cards taken from the remaining cards
adjacent to the remaining cards in a manner such that all of the
participants can confirm the display unit, and using the cards
distributed to the participants to create the equation using the
equal sign displayed on the front cover unit of the remaining cards
and the mathematical operation symbol or numeral displayed on the
display unit of the displayed cards. Therefore, the participant can
learn and acquire mathematic ability through the game.
[0017] The game method of the present invention uses the game tool
that is furnished with multiple cards. The cards contain the front
cover unit displaying the equal sign on the main surface of the
card and the display unit displaying one of either a numeral from 0
to 9 or a mathematical operation symbol on the surface opposite to
the surface of the card having the front cover unit. The multiple
cards pertain to multiple groups made up of the fourteen cards
having the numerals 0 to 9 and the addition, subtraction,
multiplication, and division symbol as the mathematical operation
symbol, wherein information by which the group can be distinguished
is displayed on the display unit. The game method involves
distributing the prescribed number of cards to multiple
participants, placing the multiple remaining cards that are not
distributed to the participants in a manner such that all of the
participants can confirm the front cover unit, and placing the
prescribed number of displayed cards taken from the remaining cards
in a manner such that all of the participants can confirm the
display unit. In a case where the numeral is displayed in the
display unit of the displayed card, the card having the same
numeral as the displayed card, the card having the same group as
the displayed card, or the card used in the equation having the
numeral of the display unit as a solution is presented. In a case
where the addition, subtraction, multiplication, or division symbol
is displayed in the display unit of the displayed card, the card
having the same addition, subtraction, multiplication, or division
symbol as the displayed card or the card having the same group as
the displayed card is presented. Therefore, the participant can
learn and acquire mathematic ability through the game.
[0018] Through the game tool of the present invention, the equation
can be created using the equal sign of the front cover unit and the
numerals and mathematic operation symbols of the display unit. By
creating the equation from a limited number of cards, the
participant can learn and acquire mathematic ability as well as a
flexible mentality and logical way of thinking. Because the same
numeral and addition, subtraction, multiplication, and division
symbol is not duplicated in one group, the participant can acquire
the logical way of thinking by predicting the cards not used to
create the equation.
BRIEF DESCRIPTION OF THE DRAWINGS
[0019] FIG. 1 is a diagram describing the cards of the game tool of
the present invention;
[0020] FIG. 2 is a diagram describing the game tool of the present
invention;
[0021] FIG. 3 is a diagram showing a condition of the game method
played using the game tool of the present invention;
[0022] FIG. 4 is a diagram showing a flow of the game method played
using the game tool of the present invention;
[0023] FIG. 5 is a diagram showing a condition of the game method
played using the game tool of the present invention; and
[0024] FIG. 6 is a diagram showing a condition of the game method
played using the game tool of the present invention.
DESCRIPTION OF THE PREFERRED EMBODIMENTS
[0025] The following is a detailed description of the game tool of
the present embodiment, referencing diagrams. In addition, the
present invention is not limited to the following embodiments, and
can be arbitrarily altered without deviating from the scope of the
present invention.
[0026] FIG. 1 is a diagram showing a front and back of a card of
the game tool of the present invention. FIG. 2 is a diagram showing
the game tool of the present invention. One example of the game
tool 10 of the present invention, as shown in FIG. 1 and FIG. 2,
contains a front cover unit 2 showing an equal sign on a front
surface, which is a main surface, of a card 1; a display unit 3
displaying on a back surface, which is the surface opposite of the
surface containing the front cover unit 2 of the card 1, one of
either a numeral from 0 to 9 or an addition, subtraction,
multiplication, or division symbol indicating an addition,
subtraction, multiplication, or division operation; and a grouping
unit 4 for dividing the numerals from 0 to 9 and addition,
subtraction, multiplication, and division symbols written on the
surface containing the display unit 3 of the card 1 into multiple
groups. The game tool of the present invention is made up of
multiple cards 1.
[0027] The front cover unit 2 is disposed on the front surface,
which is a main surface, of a card 1 and displays the symbol "=".
The front cover unit 2 is disposed in a manner such that there is
no difference between each of the multiple cards 1 making up the
game tool 10. Therefore, a judgment cannot be made concerning the
display unit of the back surface and the grouping unit just by
looking at the front surface of the card 1. The symbol "=" is not
particularly limited as long as it is a symbol that can express a
meaning of the equal sign.
[0028] The display unit 3 is disposed on the back surface, which is
the surface opposite of the surface containing the front cover unit
2 of the card 1, and displays one of either a numeral from 0 to 9
or an addition symbol "+", subtraction symbol "-", multiplication
symbol ".times.", or division symbol "/". The numerals are not
particularly limited as along as they can express the meaning of
the numerals 0 through 9. For example, the numerals are not limited
to Arabic numerals and may be Chinese numerals written in Kanji or
Roman numerals such as I, II, and III. Furthermore, the addition,
subtraction, multiplication, and division symbols are not limited
to "+", "-", ".times.", and "/", for example, may be written in
Chinese as Kanji or in English as "plus" or "minus".
[0029] The grouping unit 4 is disposed on the same surface as the
display unit 3 of the card 1 and can separate the cards into
multiple groups where each group is made up of the numerals from 0
to 9 and the addition, subtraction, multiplication, and division
symbols. At this time, the groups are separated in a manner such
that the numerals and the addition, subtraction, multiplication,
and division symbols are not duplicated within the same group. As
shown in FIG. 1 and FIG. 2, the grouping unit 4 may use symbols
such as the alphabets "A", "B", "C" and the like, but is not
particularly limited and may use any symbol that can separate the
numerals and the addition, subtraction, multiplication, and
division symbols into groups. For example, the color of the surface
containing the display unit 3 of the card 1 may be different for
each group.
[0030] The card 1 contains the front cover unit 2 on the front
surface and also contains the grouping unit 4 and the display unit
3 displaying the numerals from 0 through 9 and the addition,
subtraction, multiplication, and division symbols on the back
surface. As shown in FIG. 2, there are multiple cards 1 in the game
tool of the present invention. For example, in a case where the
four types of symbols (addition, subtraction, multiplication, and
division) and the ten types of numbers (0 through 9) are organized
into four groups, there are a total of fifty-six cards 1
((10+4).times.4=56). The multiple cards 1 do not have duplicate
display units 3 and grouping units 4, so that a participant can
predict the remaining cards based on the cards he is holding.
[0031] The game tool 10 of the present invention is furnished with
multiple cards 1 containing the front cover unit 2 equipped with
the symbol without a difference between the surfaces of the cards 1
as mentioned above; the display unit 3 having one of the numerals
or addition, subtraction, multiplication, or division symbol on the
back surface of the front cover unit 2; and the grouping unit 4 for
separating the numerals and addition, subtraction, multiplication,
and division symbols into one group. Since there isn't a difference
between the cards in terms of the surface containing the front
cover unit 2, the game aspect is increased by having the
participant create equations while predicting the card of another
participant. Furthermore, because the participant thinks of how to
create highly valued equations in addition to predicting the card
held by the other participants, the participant can acquire a
flexible mentality and a logical way of thinking.
[0032] The game tool 10 can be used to create equations using the
equal sign, numerals, and the addition, subtraction,
multiplication, and division symbols. For example, using the cards
1 on which "1", "2", "3", "4", and "+" are written in the display
unit 3, the equation 1+2=3 can be created by turning over the card
1 on which "4" is written and using the "=" written on the front
cover unit 2 of this card 1. Furthermore, using the card 1 on which
the numerals are written, the equation may be formed representing
numbers having two or more digits. For example, using the cards 1
on which "1", "2", "3", "4", "5", and ".times." are written, the
equation 3.times.4=12 can be created by turning over the card 1 on
which "5" is written and using the "=" written on the front cover
unit 2 of this card 1.
[0033] The following types of play can be achieved with the game
tool 10 of the present invention. FIG. 3 is a diagram showing a
condition of a game played using the game tool of the present
invention. One example of the game using the game tool 10 of the
present invention, as shown in FIG. 3, is the game in which a
prescribed number of cards 1 is distributed to the multiple
participants 7 while the back surface containing the display unit
and grouping unit is hidden, the equation is created using the
distributed cards 1, the participants 7 compete by comparing the
created equations, and a rank of the participants 7 is determined
based on a prescribed standard. Furthermore, the remaining cards 1
that are not distributed to the participants 7 are placed together
at a central location 6 and can be taken by the participants 7 at a
necessary time as described below. In addition, as shown as an
example in FIG. 3, there may also be a discard location 5 for
discarding the card 1 that becomes unnecessary at a time when the
participant 7 takes a remaining card 1 from the central location
6.
[0034] FIG. 4 is a diagram showing a flow of the game played using
the game tool of the present invention. The game method shown by
FIG. 3 can be played according to the flow shown by FIG. 4. First,
as shown in step S1, a prescribed number of cards 1 is distributed
to the participants 7. At this time, the cards 1 are distributed to
the participants 7 while the back surface containing the display
unit and grouping unit is hidden. That is, the prescribed number of
cards 1 is distributed to the participants 7 in a manner such that
only the front surface containing the front cover unit displaying
the equal sign can be seen. Any type of distribution may be used as
long as the participants possess the specified number of cards 1.
For example, the participants may take the prescribed number of
cards 1 from the central location 6.
[0035] Next, as shown in step S2, after the prescribed number of
cards 1 is distributed to the participants 7, the remaining cards 1
are place in the central location 6. At this time, the cards 1 are
placed in a manner such that the back surface containing the
display unit and grouping unit is hidden.
[0036] Next, as shown in step S3, the participants 7 create the
equation using the cards 1 of the same group from among the
distributed cards 1, namely, the cards held by the participants.
That is, the equation is created using only the cards of the same
group in which the grouping unit of the cards 1 is the same. At
this time, the cards 1 being used as the equal sign need not
contain the same grouping unit as the cards 1 being used as the
numerals and the addition, subtraction, multiplication, and
division symbols.
[0037] As shown in step S4, a judgment is then made as to whether
the equation has been created through the process shown in step S3.
As shown in step S5, in a case where the equation has not been
created, the unnecessary cards 1 from among the cards 1 held by the
participants are discarded to the discard location 5. The
participants then take the number of cards 1 equal to the number of
cards 1 discarded to the discard location 5 from the cards 1
remaining after distribution placed in the central location 6.
After taking the cards 1 from the central location 6, the process
again returns to step S3 and the equation is created.
[0038] In a case where the judgment made at step S4 is that the
equation has been created, the process moves to step S6. At step
S6, a judgment is made as to whether the created equation is made
into a more highly valued equation. In a case where the more highly
valued equation is made, the process moves to step S7. At step S7,
in the same manner as step S5, the unnecessary cards 1 from among
the cards 1 held by the participants are discarded to the discard
location 5. The participants then take the number of cards 1 equal
to the number of cards 1 discarded to the discard location 5 r from
the cards 1 remaining after distribution placed in the central
location 6. After taking the cards 1 from the central location 6,
the process again returns to step S3 and the equation is
created.
[0039] In a case where the judgment made at step S6 is that a more
highly valued equation is not created, the process moves to step
S8. As shown in step S8, the creation of the equation is then
announced to the other participants.
[0040] After the announcement at step S8, all of the participants
show each other the equations formed from the held cards 1. As
shown in step S9, the created equations are then evaluated
according to the prescribed standard, thereby determining the rank
of the participants. As an example for ranking the participants, a
method is given in which a ranking and score appropriate to the
equation are previously determined and applied to the created
equation. The ranking and score can be based on the number of cards
1 used and the solution of the created equation, so that the rank
of the participants can be determined by an objective
evaluation.
[0041] In the game tool of the present invention there are no cards
having duplicate display units and grouping units. Accordingly, in
a case where the game is enjoyed through the flow shown in FIG. 4,
the cards 1 held by the other participants can be predicted based
on the cards 1 in the participant's own hand and the cards 1
discarded in the discard location 5. Furthermore, after the
prescribed number of cards 1 is distributed to the participants,
the cards 1 remaining in the central location 6 can be predicted,
so that the participant can logically judge whether he can create
an equation with a higher evaluation than the equation that can be
created by the held cards 1. That is, the participant can learn and
acquire the logical way of thinking.
[0042] The flow of the game shown in FIG. 4 is one example and the
method for playing with the game tool of the present invention is
not limited to this example. For example, it is not necessary to
create the equation using the cards 1 of the same group as in the
process of step S3 shown in FIG. 4. In such a case, the number of
times that cards 1 of the same group are used can be added as an
evaluation condition at the time when the ranking of the
participants is determined.
[0043] Through the game tool of the present invention, the
participant can learn and acquire mathematic ability, especially
addition, subtraction, multiplication, and division ability, by
playing in the manner described above. Furthermore, the participant
can think of multiple equations that can be created from the held
cards 1. In addition, the participant can predict the cards 1 held
by the other participants and the remaining cards 1, so that the
participant can learn and acquire the flexible mentality and
logical way of thinking by aiming for highly valued equations.
[0044] The game using the game tool 10 of the present invention is
not limited to the above example. The following is a description of
another game.
[0045] FIG. 5 shows another example of a game method. The game
shown in FIG. 5 can be played by multiple participants. First, the
prescribed number of cards 1 is distributed to each participant in
a manner such that the surface displaying the numeral or the
addition, subtraction, multiplication, or division symbol cannot be
seen by the other participants. The remaining cards 20 that are not
distributed are stacked and placed in a prescribed field 25 in a
manner such that the surface displaying the equal sign can be seen.
One card 1 is then taken from the remaining cards 20 and placed as
a displayed card next to the remaining cards 20 in a manner such
that the surface displaying the numeral or the addition,
subtraction, multiplication, or division symbol can be seen. This
game method is a game in which the participants compete to get rid
of their held cards more quickly than the other participants by
lining up the cards in the field 25 to make the equation using the
equal sign, numerals, and the addition, subtraction,
multiplication, or division symbol placed in the field 25.
[0046] The equation can be created from the remaining cards 20
placed in the field 25, the displayed cards, and the held cards. In
a case where the equation can be made, the participant places the
held cards in the field 25 to form the equation and the next
participant gets a turn to create the equation. In a case where the
equation cannot be formed, the participant takes one card from the
remaining cards 20 in a manner such that the other participants
cannot see the card. The participant again tries to make the
equation after taking the card, and in a case where the equation
can be created, the held cards are placed in the field 25 to form
the equation and the next participant gets a turn to create the
equation. In a case where the equation cannot be created, the
participant does not place the card in the field 25 and the next
participant gets a turn to create the equation. The method for
placing the cards in the field 25 is not limited to placing the
cards left to right as in an ordinary equation. The cards may also
be placed right to left, top to bottom, or bottom to top. The
placing of the cards is repeated and the participants compete with
each other by getting rid of the held cards more quickly than the
other participants.
[0047] For example, as shown in FIG. 5, the equation "2.times.3=6"
can be created by using the "=" of the remaining cards 20 and the
card "6" placed next to the "=" and adding the "2", "3", and
".times." cards. In such a case, the "2", "3", and ".times." cards
can be placed to the left of the remaining cards 20. The
participant whose turn is next can create the equation by using the
"=" of the remaining cards 20, the card "6", and the "2", "3", and
".times." cards placed in the field 20 and adding the held cards.
By repeating this process, the cards are lined up in the field 25
as shown in FIG. 5.
[0048] Through the game method described above, the participant can
learn and acquire mathematic ability, especially addition,
subtraction, multiplication, and division ability. Furthermore, the
participant can predict the cards held by the other participants
and the remaining cards 20 based on the held cards and the
displayed cards, so that the participant can learn and acquire the
flexible mentality and logical way of thinking by aiming for highly
valued equations.
[0049] FIG. 6 shows another example of a game method. The game
shown in FIG. 6 can be played by multiple participants. First, the
prescribed number of cards 1 is distributed to each participant in
a manner such that the surface displaying the numeral or the
addition, subtraction, multiplication, or division symbol cannot be
seen by the other participants. The remaining cards 30 that are not
distributed are stacked and placed in a prescribed field 35 in a
manner such that the surface displaying the equal sign can be seen.
This game method is a game in which the participants compete to get
rid of their held cards more quickly than the other participants by
presenting the cards in the field 35 to create the equation
resulting in the numeral of the base card 31 at the time where the
base card 31 is a numeral. In this game method the participants
also get rid of their held cards by presenting in the field 35 the
card having the same numeral, addition, subtraction,
multiplication, and division symbol, or group as the base card 31,
the base card 31 being the card placed and displayed in the field
35.
[0050] First, during the turn of the participant, the participant
compares the held cards and the base card 31. In a case where the
result of the comparison is that there is a held card having the
same numeral, addition, subtraction, multiplication, and division
symbol, or group as the base card 31, the card is presented in the
field 35 and the next participant gets a turn to present the card.
In a case where the base card 31 is a number, the participant can
present the held cards in the field 31 to make the equation
resulting in the number displayed by the base card 31. In a case
where the held cards cannot be presented in the field 35, the
participant takes one card from the remaining cards 30.
[0051] After taking the card, the participant compares the held
cards and the base card 31 in the manner described above. In a case
where the result of the comparison is that there is a held card
having the same numeral, addition, subtraction, multiplication, and
division symbol, or group as the base card 31, the card is
presented in the field 35 and the next participant gets a turn to
present the card. In a case where the base card 31 is a number, the
participant can present the held cards in the field 31 to make the
equation resulting in the number displayed by the base card 31. In
a case where the card cannot be presented, the participant does not
present the card and the next participant then gets a turn to
present the card. In a case where the card is presented in the
field 35, one arbitrary card from among the presented cards is
exchanged with the base card 31 and left in the field 35. This
process is repeated so that the participant competes to get rid of
his held cards more quickly than the other participants.
[0052] For example, as shown in FIG. 6, in a case where the card "6
of group A" is in the field 35, the held cards displaying "group A"
or "6" can be can be presented in the field 35. At this time, in a
case where the equation such as "2.times.3", for example, resulting
in 6 can be created from the held cards, the cards "2", ".times.",
and "3" can be presented in the field 35. In a case where the card
cannot be presented in the field 35, the participant takes one card
from the remaining cards 30. The taken card is included and a
similar process is executed. In such a case, the next participant
then gets a turn whether or not the card can be placed in the field
35.
[0053] Through this game method, the participant can learn and
acquire mathematic ability, especially addition, subtraction,
multiplication, and division ability. In addition, the participant
can predict the cards held by the other participants and the
remaining cards 30 based on the held cards and the cards in the
field 35, so that the participant can learn and acquire the
flexible mentality and logical way of thinking by aiming for highly
valued equations.
[0054] The aforementioned game tool of the present invention is a
game tool that can develop the flexible mentality and logical way
of thinking as the participant learns and acquires mathematic
ability. The game tool may contain the following types of cards.
For example, the game tool may contain a card that allows the
participant to arbitrarily choose any one symbol from among the
addition, subtraction, multiplication, and division symbols or a
card showing an inequality sign or exponents and radical roots for
exponential calculation. By containing such cards, the math becomes
more difficult, which makes the game tool with the higher
educational effect. Furthermore, the cards may be equipped with
magnets. By equipping magnets, the cards can be attached to
surfaces that magnets can attach to, such as blackboards or
whiteboards, and can therefore be used as educational material in
schools, cram schools, or the like.
* * * * *