Patent Application
20190266919
Not applicable.
The field of the invention relates to apparatus and methods designed to provide children grounding, insights, and self-directed instruction in mathematics and the quantifiable sciences.
Founded upon insights about childhood brain development, cognitive science has validated the golden rule of didactics: Without relatability, learning is imposition not acquisition.
Knowing when you are getting shafted, meaning subtracted, is a survival trait many animals share. Borne of evolution, subtraction is more primitive than language. Even birds relate to numbers. Experiments have established that birds know the difference between 1 seed, 2 seeds, 3 seeds, a seed cluster, i.e. 4 to 7 seeds as a single cognitive cluster, and oodles of seeds, being 8 seeds and above. Avian-brain denumerability partitions the world into six numeric states: 0, 1, 2, 3, cluster, oodles. Termed subitization, this perception-by-sight is innate.
When an experimenter subtracts seeds one by one, ultimately causing one subitized state to become a lesser subitized state, only then does the bird react harshly. The screech of “You subtracted me!” is a risk-aversion survival response in many animals, most especially humans aged two and above. Counterpoised against subtractive shrieking, addition triggered cheers and smiles, long before man uttered words.
Denumerability and change-of-state denumerability is cognitively more fundamental than language. However, in the twenty-first century, the vast majority of children turn up for their first day of schooling talented in spoken language but wolf-children in mathematics. Academics claim such lycanthropic deficits are due to “lack of formal learning.” A cognitive scientist parses that blithe excuse to “lack of formal imposition.”
Surveying the historic record, literature, prior art and patent records reveals a lack of understanding about how to unleash the natural mathematician that resides in every toddler old enough to know subtraction equals scowls and addition equals smiles. The natural cognitive order is numbers, language, and lastly writing. Around 4,000 B.C., the so-called civilized-man order imposed language, writing, and lastly numbers.
Thence began a parade of prior art normalizing the inversion of the natural cognitive order, And, ever since, the prior art fixation with scribe method how-to's continues to squander every child's pre-school years.
Consider the Chinese abacus, a 2×5 bead-state device where rank-wise denumerability is embodied via columns of rods. The abacus is designed to provide scribes the means to perform intermediate calculations, which are subsequently recorded on paper. Every abacus practitioner requires a precursory understanding of arithmetic based on scribe methods as well as fluency with multiplication tables. Furthermore, the abacus provides no auto-correlation between a bead-state and a written numeric symbol. The abacus and its derivatives are not teaching devices, and cannot be divorced from the need for a child to hold a pencil between their fingers, make reasoned bead moves based on mental models, and assign a written numeric symbol to a given bead-state.
Consider the erstwhile, Incan abacus, the Yupana. Along the Chilean coast in 1867, archeologists unearthed several artifacts used by the ancient Incas. To the modem eye, they appear as platters on which party snacks and dipping sauce, such as guacamole, might be served. Without any reference to any manuscript, archeologists speculate the artifacts were counting tables, and so gave them the designation, Yupana.
Decades later, rediscovered in the archives of the Royal Danish Library in 1908, inside a solitary, hand-written manuscript dating to 1615 titled “El Primera Nueva Coronica y Buen Gobiemo” by its author, Felipe Guaman Poma de Ayala, is an illustration of an Incan holding a quipu full stretch between his two arms. Beside his right leg, is a free-hand sketch of what twentieth century historians call the Ayala Yupana. Ayala's hand sketch is reproduced in
Despite the fact that the Ayala Yupana is designed for a radix-12 number system, several western-centric radix-10 numerical models have force-fit potential ways the Ayala Yupana could be used as a planar, single register, radix-10 abacus, comparable to the Chinese abacus, but without rods, in 2001, Nicolino de Pasquale proposed a radix-40 model. Academics love to pontificate about ancient peoples. As for children, academics don't invent.
Prior-art inventions fall into three paradigm classes: metrical, abacus and typographic.
Reasoning is defined as scientific if it satisfies three tenets/legs: (i) phenomena are observable, (ii) an observable is measurable, and (iii) all measurements are repeatable. The metrical paradigm focuses on the second leg of scientific truth-seeking, measurement. Using radix-10 scaled embodiments of length, area, volume or mass, metric-focused prior art aims to associate numerical quantities with size, spread, extents or weight.
The metrical paradigm fails as a means of teaching arithmetic because arithmetic is about denumerability, not how to measure things and assign a metric to an observable. For example, two big apples plus two small apples equals four apples. Four is the bird-brain observation expressing denumerability. Big and small express tnetricity. Not merely is metricity irrelevant, worse, it stiff-arms the indispensable concept at the heart of what denumerability is and means. It is imperative children come to grips with denumerability before discovering how numerics has a metrical application, such as how one big apple metrically equates to two small apples. Nor does the metrical paradigm analogize the way typographic numbers are represented in ranks of increasing order of magnitude, right to left in Western conventions.
The principal insight the metrical paradigm provides is: Eschew metrics and return to the observable, the first leg of scientific reasoning.
Prior art harnessing the abacus paradigm mimics the observable tenet of scientific reasoning. In rank-wise order in columns of rods on which beads are fixed, a single multi-digit number can be represented in rod and bead-placement form. However, the state of bead position on a given rod provides no correlation to typographic representation. Furthermore, no prior art has liberated the abacus from its confines as a single register device, where the practitioner must deploy arithmetic skills to perform binary operations, the most taxing being division. Despite every inventive gimmick to minimize teacher intervention, the abacus remains structurally and functionally incapable of being a. teaching device for children.
Prior art using the typographic paradigm falls into two representation classes that often overlap, (a) dot-count embodiments, and (b) numeric symbol embodiments. Both classes comprise components inscribed with symbolic representations. Most embodiments use placing and stacking of various typographic pieces into a grid-like order on a board/pegboard. Wedded to the 4,000 B.C. civilized-man imposed constraints of language, writing, and lastly numbers, the typographic paradigm mimics the scribe approach, albeit compensating for the inability of young children to write. As such, the typographic instruction process and rules of arithmetic operations are no different than in a formal class at school. Essentially, young children are expected to decode the ancient rules of the scribes and learn arithmetic like any studious eight-year-old with the cognitive abilities of an eight-year-old.
All prior art evidences a refusal to embrace the challenge and the promise that subitization provides, and do something inventive.
Children are innately pre-equipped to auto-acquire the principles behind mathematics and other quantifiable sciences, as long as the invention taps into their subitization arsenal. The unswerving focus of the present invention is to relate to children and their creature capabilities. The apparatus, on which children play and learn, must reinforce correctness and minimize the potential for goof-ups and self-doubt. Life lessons, such as adding up a shopping receipt, must be relatable to children, preferably through game-play storylines, and preferably using enticements like candy to heighten engagement.
Despite the invention's broad scope of application to all quantifiable science, radix-10 mathematics will be the focus of disclosure because radix-10 mathematics is the first quantitative science children experience, making it a perfect acid test for any quantitative science teaching apparatus. At the end of the description of the drawings is a lexicon that provides more exacting definitions of the various components that make up the invention and how it finds ready adaptation and application to all quantifiable sciences.
The apparatus uses a bead-on-tile approach for modeling because such an approach deftly harnesses subitization and provides the means to extend its power in a novel way, namely super-subitization.
Subitization is about the power of three. Every animal is equipped to make three field of view distinctions, namely right, center and left. In humans, there is ground level, eye level and overhead. Nine zones of mental alertness makes radix-10 numeric states a natural fit for human super-subitized perception.
Called a Digit-Square (27), and depicted in
Preferably, the appropriate cultural and language glyph (10) is printed within the bounds of each bead site (11) and (17) on the tile. For example, the bead site layout of
Compatible with the Digit-Square tile is the Tray tile (28), as depicted in
Claim 1 defines the unadorned apparatus. The first physical component is called a singular tessellation embodiment because it is comprised of one or more tiles, such as the Digit-Square (27) and the Tray (28), assembled into a unified tessellation, called a Candy Board, as depicted in
Candy Boards can be custom-module assembled from tile and tile composites, interconnected through various interlocking mechanisms including bridging tiles and base mats, to create a desired schema of tessellation. Candy Boards can also be single-molded ready-to-play units with a single row, mimicking an abacus, or two-row, three-row and higher order assemblages, with or without built-in Trays.
With storylines to match, examples of various Candy Board schemas are provided in the figures and the lessons of the detailed description. The
The second components of the unadorned apparatus of claim 1 are called bead sites, preferably bearing indicia (10) and recessed into the tile substrate (11, 17) to better create a cavity-mating profile with the body of beads. While all bead sites, as depicted in
The third components of the unadorned apparatus of claim 1, called beads (24), put the experience of playing and experimenting with super-subitization, and other quantifiable science focused layouts, at a child's fingertips.
Conforming to the dimensions of M&Ms, Skittles and. Smarties, the preferred beads (24) are round, ovulate, finger-friendly candy having an approximate diameter of 12 mm. Choking hazards should be avoided at all costs. Because candy is cheap, there is no reason not to use edible beads. Candy is preferred, not merely for safety and economy, not only to remind children about bead counts and bead patterns, but also to impress upon them how candy is life's little motivator. Any candy makes a suitable bead as long as it is compatible with bead site recesses (11, 17).
As depicted in the Digit-Square of
Preferably, the Digit-Square is hemmed in by a right bead-control fence (12) and a left bead-control fence (13). Such fencing aims to enforce tile grouping, such as the rank system, i.e. numeric order of magnitude. Similar to and compatible with a Digit-Square's enforcement of tile grouping, each Tray has three fences (21), (22) and (23) to confine beads to a given rank. One primary objective of the method of plosive-state equilibration is to straddle or to hurdle such fencing.
Plosive-state equilibration is the preferred method for one tile group to interact with another tile group. On the Digit-Square, a plosive-state lock up occurs when beads occupy every allowable bead site. As depicted in
More generally described, the method of plosive-state equilibration is triggered whenever a plosive-state bead condition arises on a tile during an operation in progress. Preferred tile designs employ a bead site layout that causes a physical lock-up that arrests further bead play. For the operation to proceed further the method of plosive-state equilibration must resolve the lock-up, thereafter the operation in progress resumes. Otherwise the operation in progress must abort and perform a related exception state process.
Plosive-state equilibration is the means for exploded value representations to normalize into canonical representations and visa-versa. For example, on the Candy Board during addition, a candy packaging operation converts plosive-state TEN Candies into 1 Packet, 0 Candies, namely “10” in the canonical form adults speak aloud as “ten.”
Because self-acquisition of knowledge is the invention's purpose, relatability to children is paramount. For an adult to say “Two hundred is the result of the rippling of plosive-state equilibration” stiff-arms self-learning. The detailed description of Lesson #2, Game of Packaging and Unpackaging provides a child-friendly breakdown of the process of plosive-state equilibration, and how ten candies get packaged into a packet and visa versa.
Demonstrable reality is king, as far as children are concerned. A pair of hands gave birth to the radix-10 convention, but what adults have overlooked is that a pair of hands has eleven counting states not ten counting states. Two closed fists means zero, i.e. all fingers imploded. Then, one, two, three as each digit on each hand is unfurled one by one, i.e. incremental changes of state. Finally, with all digits outstretched, the plosive-state TEN under addition has occurred because the child has run out of fingers.
To a child, this eleventh state called TEN outstretched fingers is hands-on reality. It should never be confused with the typographic convention “10”, the canonical notation adults use to denote the eleventh state of the human hand, spoken aloud as “ten.” Plosive-state TEN fingers, or plosive-state TEN candies, as depicted in
Mimicking reality is essential. On the Digit-Square, starting at “0” incrementing to TEN involves eleven states and ten changes of state, as depicted in the eleven
Mathematical order of magnitude conventions map directly to the Candy Board's Digit-Square ranking system. For example, in
Preferably, each Digit-Square of the same rank is colored and color consistent. Hence, a full-scale Candy Board appears as a series of vertical strips in a light-shade of color that correlate with a set of rank-specific beads in a darker-shade of the same color.
Preferably, Trays use color to delineate rank that is compatible with the color used by
Digit-Squares of the same rank. Preferably, label decals (25) or clipart decals (29) denote the rank to which the Tray pertains. As depicted in
Preferably, indicia bearing chips (26), as depicted in
Stencils with cut-outs (40 . . . 49) included permit the underlying glyph printed in the predetermined bead site on the Digit-Square to show through which reinforces the bead pattern to numeric symbol association. The cut-out also facilitates radix choking, whereby the radix of a Digit-Square is reduced, as illustrated in
In another Digit-Square customization, using decals if desired,
A cogently designed bead-on-tile model is admirably suited for handling many seemingly complex problems that go beyond rote pencil-and-paper arithmetic. For example, mixed radix systems such as days, hours, minutes, and seconds are represented and operated on under the Game of Candy rules of arithmetic. As depicted in
Rigor makes for relatability. In the clock tessellation, a dual Digit-Square subassembly emulates radix-60 via a specialized stencil.
Because physical bead movement on structured, rule-enforcing terrain, such as rows and ranks, fences, channels and bead site stamped with a location or number, can be threaded into a storyline and expressed unambiguously via navigation directions, storytelling on a physical Candy Board becomes a means for demonstrating concepts that are not easily explained. On intelligent Digit-Squares, flashing bead sites can further augment clarity of play.
To enforce correct game-play, so a story leads to correct resolution, and thus, a lesson learned, a standard vocabulary is essential. To better describe the rigor of exposition required of stories and the story process itself, the detailed description tackles fifteen storylines via fifteen lessons.
As children become adept, they will ignore the one bead at a time tedium and do whatever multi-bead movement rapidly fills the requisite bead pattern the fastest. Moreover, subitization at the finger tips leads naturally into expeditious single bead play once the child dispenses with the need to visualize total bead count, but rather forms a sense of number based on bead location alone. Conforming to a subitized 6321 process, moving the bead, row by row, in three-count jumps, namely “spine” jumps, followed by a. final adjustment of zero, one or two counts, namely “rib” increments, expedites reaching the requisite end-state for a given operation. The single bead method for solving the problem 9+1 is depicted in
Although game-play on a physical Candy Board is preferred, especially during a child's earliest learning phases, computer-proctored display devices designed around the layout and techniques of a physical Candy Board provide greater flexibility for dynamically animating storylines in more sophisticated games, or where detection and correction of erroneous game-play is paramount.
Be it stand-alone intelligent Digit-Squares, computer connected Digit-Squares, or display device Digit-Square analogues, in a computer-proctored embodiment of the apparatus, storylines are preferably presented as text, audio or video, or any combination thereof.
A computer-networked embodiment of the invention enables an instructor to walk a classroom through a generic problem, but one where each student has a unique instance of the problem on his personal display device to resolve.
The computer-proctored embodiment provides huge scope for personalized interaction. For example, whenever the child correctly moves a Packet-Rank colored bead/icon to cover-up the “2” bead site in the Packet-Rank on the row of Digit-Squares representing the inventory of candy in some storyline pantry, this change of state triggers a computer-proctored display and voice system to respond, “The new packet added makes three packets of candy in the pantry.”
Computer-proctored Candy Boards are well suited to rigorously enforcing the storyline and the rules of the problem at hand. For example, enforcing the order in which bead/icons are placed so the child adheres to “0” followed by “1” and so forth to “3”, rather than “2”, “1”, “0” and “3” or any other haphazard bead sequence and placement.
All other modes of exposition parallel to the tangible and digital game board models and their co-related methods are also contemplated when future technology devises and implements new interaction devices. Such devices include virtual reality 3D configurations, tangible 3D configurations and directly mapping real fingers and finger patterns to virtual digit configurations, along with co-related gestures and words animating the methods by which a game scenario is played out.
Based on the principle of super-subitization, the method of 632M multiplication and quotient auto-generation enables children to do multiplication and division without multiplication tables, without the need for memorizing them, without doing single digit multiplication in their heads, and without guess-estimating a candidate quotient digit, rather the quotient is auto-generated as 632M division unfolds.
The M in 632M denotes the baseline multiplicand or the divisor value relevant to the problem, also called 1M M-value associated with the 1S S-value. The “632” designates three other S-values, namely 6S, 3S and 2S, being the additional multiples of 1M, calculated via three addition operations.
Relatability is essential for children. Using quasi-English linguistics to express super-subitization, consider what a child's brain must grapple with when adults nonchalantly count: zod, dot, pod, rod, roddot, rodpod, rect, rectdot, rectpod, rectrod, ten, as depicted at the base of the table in
Fifteen Advances over Prior Art
Utilizing a bead-on-tile approach, the invention's many advances go straight to the heart of arithmetic, and make no demands beyond a child's innate perceptual and household senses.
First advance over prior art. Packaged candy is a scientific observable that needs no special explanation for a youngster. The apparatus uses a candy/bead model because it embodies the natural idea of “How much” in the concrete form of boxes, bags, packets and pieces of candy. Games of Candy are the perfect means for motivating children to game-play story-driven, candy-rewarding mathematics.
Second advance over prior art. The apparatus comprises a singular tessellated embodiment, namely the Candy Board, several hand-size ancillary elements, such as stencils and guide chips when need be, and a load of candy. Children are loath to lose candy, and regardless candy is cheap and replaceable. In contrast, much prior art comprises a plethora of small custom pieces, many of which are choking hazards and none of which have the allure of candy. As such, loss of pieces becomes inevitable, and unless replacement parts are re-purchased, functionality is degraded.
Third advance over prior art. From a tactile playing-experience perspective, unlike peg board with pick up peg, place peg over correct hole and plug in peg, the apparatus's bead-on-tile sliding and bead-in-cavity socketing provides fast, regimented, placement-stable bead counts and bead patterns on the Candy Board. Furthermore, unlike the domino family, where dominos must be picked up and placed, the apparatus functions like a lock-set mega-domino where beads dynamically populate empty pips, namely bead sites, and do so in a value order adhering to the strictures of super-subitization, as well as to the order of magnitude ranking conventions of multi-digit numbers.
Fourth advance over prior art. Unlike the 2×5 elongated Ten-Frame rectangle, subitization and super-subitization are compactly embodied on square Digit-Squares, which allows a child to auto-acquire denumerability via perception rather than via instruction or overt counting.
Fifth advance over prior art. Using a box, bag, packet, pieces model based on hands-on candy, the child auto-acquires the concept of rank-wise denumerability. The reality of candy packaging is simulated via right to left ranks on the Candy Board, and is the means for representing numeric orders of magnitude. Not only are abstractions like thousands, hundred, tens and ones eschewed, they are irrelevant, and moreover stiff-arm learning.
Sixth advance over prior art. The child auto-acquires the concept of packaging and unpackaging as a means of ordering magnitude, namely put ten candies in a packet produces one packet, put ten packets in a bag produces one bag and so forth. Because packaging involves no specially staged factor-of-ten apparatus divorced from a child's every day “Pick up your toys” experience, the packaging paradigm has none of the drawbacks of the metrical paradigm.
Seventh advance over prior art. Two or more numeric values placed on two or more adjacent rows on the Candy Board mimic the natural layout for scribe-written binary operations, such as A±B, A−B, A×B and A/B, as exemplified in Lesson #3, the Game of One Digit Addition of “7 plus 6”. However, “7 plus 6” implemented on a single register device such as the abacus or the Ayala Yupana requires a child to know that three is the remainder, and one bead in the tens rod/column must be augmented. This multi vs. one register distinction is more evident in Lesson #5, Game of BPC Mystery, as depicted in the
Eighth advance over prior art. A multi-row Candy Board makes a child's errors more apparent and easier to correct. Single register prior art is not only error intolerant, but requires a high degree of mental mathematics, and as such, invites error, including error in usage.
Ninth advance over prior art. Digit-Squares and the structure of the Candy Board enforce the rules of mathematics, so usage error is minimized.
Tenth advance over prior art The invention uses a storyline approach to make the uptake of mathematics a matter of game-play that is so hands-on and so relatable to children that algebra, the game of solving mystery information, becomes a natural use of the apparatus.
Eleventh advance over the prior art. Based on the principle of super-subitization, the invention discloses and applies the 632M method for executing multiplication and division. Consider how the 632M method conquers division. Adult long division is besotted with smashing the problem into one subtraction step per quotient digit, and this fixation is time consuming, requires tables, mentally taxing and prone to error. The 632M method requires 1.4 rote subtractions per quotient digit on average. However, compensating for the extra 0.4 rote subtraction penalty, is the fact that children are oblivious to the existence of an adult system revolving around a multiplication table, let alone memorizing such table. Nor does a child need to skunk-out an appropriate quotient value or generate a trial subtrahend in his head via one digit multiplication across a multi-digit divisor. With the 632M method the unknown-in-advance quotient digit falls out in the process.
Twelfth advance over prior art. Subitization focused game-play accelerates fine-muscle control development in the fingers because the positioning challenges of free-ranging beads makes small but insistent demands on fingers. These eye-to-hand and finger co-ordination skills translate into the fine motor dexterity needed for mastering pencils. Abacus devices have beads constrained to rods, so a child never develops fully independent finger motor skills.
Thirteenth advance over prior art. With mastery and maturity subitization will blossom at the fingertips, Bead sliding fades into obsolescence once the child starts moving beads in clusters of three at a time. In due course, the child will prefer the use of a single bead to mark a Digit-Square's value rather than a sequence of multiple beads in proper number and pattern. The
Fourteenth advance over prior art. Iterative improvement methods demand a multi-row apparatus in order to perform numerically interactive and intensive calculations. Finding square roots, as detailed in Lesson #15, Game of Magic Twins, is a problem no prior art pretends to tackle.
Fifteenth advance over prior art. The apparatus remains fresh, relevant and challenging at every age because its flexible tessellation architecture allows it to be re-adapted for any conceivable problem in the quantifiable sciences. On a single, familiar and friendly apparatus, a child graduates from “One, Two, Three,” all the way to calculating square roots and beyond. The apparatus and methods provide systematic mastery and confidence at every level of use, which inspires a child to graduate at his own pace from one level to the next.
To ensure the invention is articulated as coherently as possible and its fabrication is readily apparent to any person having ordinary skill in the arts relevant to the invention, the following defined terms apply to the Claims and the Specifications. All terms used in their capitalized form are used to aid readability, and all capitalized forms shall be read and understood as the lowercase forms, and visa versa.
STORYLINE defined, Storylines are narratives that guide a child through a story that requires the resolution of a particular dilemma or mystery. For example, in the “Game of Adding Up Mommy's Grocery List,” the child is given a sequence of grocery item costs that must be setup on the Candy Board and accumulated one by one. Storylines can revolve around mysteries such as solving primitive algebra problems where the mystery is the unknown values of its variables.
BEAD defined: Beads (24) are preferably spheroidal objects, and include ellipsoid, ovulate, single and double crescent cross-section profiles; in disk form when viewed in plan view, as well as single and multi-punctured toroidal forms. Beads also include multi-faceted prismatic objects and flattened forms stylizing silhouettes of said prismatic objects or art objects, such as Monopoly-type pieces and such, as well as naturally occurring objects such as pebbles, seeds, nuts or parts thereof. Beads also include bead composites whereby beads are interconnected into a rigid unity. For example, three beads interconnected in a row creates a “rod”, and two beads creates a “pod”, both of which are shaped on the underside so as to socket into a given cluster of three and two bead sites respectively. For example, a pod can represent paired electrons on a given tile, where said tile represents a particular atomic element or bond state. From the viewpoint of child safety, candies in the form of M&Ms, Smarties, Skittles and similarly shaped edibles are the preferred embodiments for all beads used by or accessible to children. All figures, disclosed herein, depict this focus on bead safety. Beads are characterized, and may be distinguished one from the other, by any combination of and any distribution over the extents of their physical body, via the following features: (a) size, shape, reshaping, plasticity, remoldability, divisibility into sub-beads and aggregation into bead composites, (b) color and color patterning, including typographic symbols and glyphs, (c) material, (d) texture, (e) electro-sensitive properties, (f) non-passive sound and light emitting properties, including the indication of state changes resulting from movement, position and bead site location within tiles, (g) magnetic properties, (h) sonic properties, and (i) all known and yet to be discovered properties and sensor means that permit tracking of bead movement, including the movement of beads into out-of-bounds regions, the confirmation of correct and incorrect bead placement, and means capable of discerning said bead's proximity to one or more other beads, tiles, bridging tiles, chips and stencils. Furthermore, beads are not limited to a top-side with a single-facet display purpose, but can be re-oriented in-situ or otherwise, and thereby take on multiple top-side display purposes. For example, the spin up and spin down states of an electron. While not essential to the unadorned embodiment of a bead, all bead manifestations may transmit and receive broadcast signals. Beads include icons reproduced on computer-proctored display devices and other reprographic analogues, whereby said icons aim to conceptualize bead function and emulate physical beads, as characterized by properties (a) through (i) above, including any multi-faceted character.
TILE defined: A tile (27, 28) is a planar object comprising of any finite number of edges in any combination of edge straightness and curvature which demark the extents of said tile's boundaries. A tile includes (a) a tile with bead sites, and thus is capable of state representation, such as a Digit-Square, as depicted in
BEAD SITE defined: Bead sites (11, 17) are preferably indicia bearing recessed cavities in the substrate of the tile which conform with and are compatible to the physical profiles of all beads pertinent to the bead site and placeable within the bead site. As groups, bead sites are located in plateau-region layouts on a tile and laid out to optimize their didactic function based on a pertinent principle of pedagogy, such as the principle of subitization and super-subitization, as applied to a given problem domain in the quantifiable sciences. Bead sites may be characterized by any of the character features (a) through (i) that characterize beads. While not essential to the unadorned embodiment of a bead site, all bead site manifestations may transmit and receive broadcast signals. Bead sites include bead-spaces reproduced on computer-proctored display devices and other reprographic analogues, whereby said bead-spaces aim to conceptualize bead site function, and emulate bead-space to icon correlation and virtualized rubber-banding.
BRIDGING TILE defined. Bridging tiles are special purpose tiles capable of corralling a series of two or more tiles into a unity whether overlaid or underlaid across said tiles and thereby interlocking said plurality of tiles into a schema of tessellation. Bridging tiles include underlay base-mats capable of creating a variety of game board embodiments of the invention. For example, for the purposes of emulating chemical bonds, such as hybridized and co-ordinate bonding, bridging tiles in either overlay bond bridges or underlay base-mat bridges employ a socket profile that mates with the non-bridging tiles that represent the chemical elements so bonded within the given molecule being emulated. Bridging tiles have all the properties and full feature set of tiles, as defined under TILE, including proximity behavior. Bridging tiles can interbridge other bridging tiles, i.e. be nested. Bridging tiles include multi-prong stanchions that when affixed to a base mat of tiles creates vertically layered schemas of tessellation incorporating a plurality of tiles and schemas of tessellation at other levels in the structure. Bridging tiles can serve as power and communication pathways into all tiles they interconnect.
SCHEMA OF TESSELLATION defined. A schema of tessellation is the architecture that embraces a problem domain, and is manifested in a unified object called a singular tessellation embodiment. Such notional and physical tessellations comprise a plurality of tiles, including bridging tiles, chips and stencils, chosen to address one or more specific problem sets in the study of mathematics and the quantifiable sciences. A singular tessellation embodiment could have, but does not need to have, physical connectivity one tile to another in the form of edge-to-edge adjacency, vertex-to-vertex adjacency, or any adjacency combination thereof, either with or without the use of bridging tiles. Schemas of tessellation include storyline specific singular tessellation embodiments. While not essential to the unadorned singular tessellation embodiment, all singular tessellation embodiments may transmit and receive broadcast signals. All schemas of tessellation are capable of replication on computer-proctored display devices and other reprographic analogues, whereby said virtual singular tessellation embodiments aim to emulate physical singular tessellation embodiments. Several custom multi-row and multi-column Game of Candy singular tessellation embodiment configurations are specifically addressed in the detailed description.
CHIP defined: Chips (26) are preferably disc-shaped objects that preferably are contoured or have edges which enable them to be fixed in location across a tessellation of interconnected tiles or more simply on a single tile, as depicted in
STENCH, defined: Stencils (30 . . . 39) are preferably rigid sheets, which conform to some restricted region of a tile or a tessellation of interconnected tiles, as depicted in
PLOSIVE-STATE defined, A plosive-state is an operation-lock-up state that may occur during an operation on the focus tile, and in an alternate embodiment, on the multi-state focus bit, i.e. a “mit,” in a plosive-state enabled, multi-state computer. A plosive-state causes the operation on the focus tile or mit to lock-up, which prevents said operation-in-progress from executing further. For example, during addition of beads onto the focus tile, a TEN state, as depicted in
PLOSIVE-STATE EQUILIBRATION defined. Plosive-state equilibration is the process of resolving operation-in-progress lock-up conditions, and such resolution is dependant on the particular schema of tessellation, the particular focus tile on which the lock-up has occurred, the particular plosive-state and the particular operation-in-progress. For example, during an addition operation when a plosive-state TEN lock-up occurs on a radix-10 focus tile, the process of equilibration under addition-in-progress ripples into a co-ordinate tile one rank of higher order of magnitude, by Western conventions on the leftside edge of the focus tile. Additive ripple increments the bead count of said co-ordinate tile. Mathematicians call this “Carry”. In the parlance of children playing a Game of Candy, equilibration under addition causes a “Packaging” operation to reset the state of the focus tile from the plosive-state TEN, where ten candies await packaging, to its plosive-state conjugate “0”. Similarly, during radix-10 subtraction, when the plosive-state “0” lock-up occurs in the focus tile, equilibration ripples into a co-ordinate tile one rank of higher order of magnitude. Subtractive ripple decrements the bead count of said co-ordinate tile. Children relate to this as “Unpackaging,” which notionally tears open a packet of candy and creates in the focus tile a bead state of TEN unpackaged beads, the plosive-state conjugate to “0”.
The invention's target users are children aged three and above. When combined with a need for rigor, this makes the kid-friendly description of the invention lengthy.
The first concepts young children must acquire about bead patterns come by way of the bead pattern Stencil system of
The bead pattern Stencil system enforces a correct understanding of what the bead sites on a Digit-Square represent, how beads correlate to count and number, and how the sites are populated with the correct order of beads from bottom right to top left, and produce valid bead patterns on the Digit-Square, as depicted in
The first game involves cycling through the stencils in count sequence on a single Digit-Square. The parent shows the child the sequence of bead sites starting at the lower right corner, moving leftwards, and upwards in ascending order. Insert the “1” Stencil and take a candy from the Tray and socket it into the “0” bead site, and speak aloud “Fill zero and you have one.” Proceed with the Stencil for “2” by placing it into the Digit-Square and take a second candy from the Tray and socket it into the “1” bead site, and speak aloud “Fill one and you have two.” and so on, all the way to the TEN pattern, as depicted in
As the child repeats the game, moving beads one by one from the Tray and socketing them into the Digit-Square using ascending stencil value placement, i.e. “1” Stencil, “2” Stencil, and so forth, he acquires (a) the typographic number symbol, (b) an escalating bead count, (c) placement in the correct bead site, and (d) the overall bead pattern on the Candy Board. This process regiments a child's capacity to subitize three candies in a row and thereafter super-subitize one, two and three rows of bead patterns all the way to nine. The TEN pattern auto-subitizes because the Digit-Square is saturated. The means of communicating with toddlers is: first the pattern, next the pattern embeds as a. subitized unity, and finally, the actual numeric count becomes embedded in due course. Digits correlate at-a-glance with a symbol “5”, and the spoken word “five,” which a child sees at a glance as the 3,2. bead pattern, as depicted in
Even if the toddler is too young to speak unerringly, by finger movement of candy alone, he can master the task of bead placement in the proper order to create the corresponding pattern, as he progresses through the Stencil sequence from “0” to “9”, and lastly, TEN.
Once the child masters a single Digit-Square, next comes the Game of Setup the Candy
Board, where the child sets up values on multiple Digit-Squares joined side by side in what is explained to the child as the Bag, Packet and Candy ranking system. Proper language is vital so that learning via acquisition takes root. In due course, a three digit glyph sequence “243” takes on the meaning “2 Bags, 4 Packets, 3 Candies,” something relatable to children because that is what “243” represents in real life, not abstractions like hundreds, tens and ones. Abstraction comes later, as the child's brain matures.
The final task of Lesson #1 uses a two-row multi-rank Candy Board, as depicted in
Setting up a two-row Candy Board is the initial task in all Games of Candy involving addition and subtraction, so mastery of this is essential.
Lesson #2 has two purposes. Demonstrate how each rank presents a higher containment of candy, namely candy, packets, bags and boxes, and how each correlate one to the other. More importantly, Lesson #2 details how the plosive-state equilibration method resolves lock-up conditions under various mathematical operations on the Candy Board. Take note that the plosive-state equilibration aspect of Lesson #2 can be deferred and Lesson #3 and #4 addition can proceed as long as the summations do not create a plosive-state lock-up condition, i.e. carry. Similarly, Lesson #6 subtraction can also be played as long as the numbers do not create a plosive-state lock-up condition, i.e. borrow.
Because candy comes in boxes, bags, packets and individual pieces, candy inside real-life packaging is the simplest vehicle to describe the rank-wise denumeration of candy in conjunction with the process of Packaging and Unpackaging.
The storyline starts with one packet of ten candies above the Packet-Rank Digit-Square and one bead socketed into the “0” bead site of the Packet-Rank Digit-Square, as depicted in
Next, the parent sweeps all the candy into the Tray, so all Digit-Squares are zeroed out, as depicted in
The parent demonstrates the Packaging process by picking up the ten candies, putting them back into the improvised packet opened earlier and places the filled packet in the Candy-Rank Digit-Square but maintains a hold on the packet, as depicted in
The next game in this lesson proceeds as follows. Focus returns to the Candy-Rank, and the parent slides one candy from the Tray into the “0” bead site in the Candy-Rank Digit-Square. After each candy placement, the parent points to the bead in the Packet-Rank and picking up the improvised packet explains and shakes the packet so the association is clear, and then speaks the number represented on the Candy Board, i.e. 1 Packet, 1 Candy. This is repeated until 1 Packet, TEN Candies, as depicted in
The parent opens a second empty packet, such as a mini ziplock bag, and asks the child to fill the second packet with the ten candies saturating the Candy-Rank Digit-Square. Next, the filled packet is placed on top of the Candy-Rank Digit-Square, as depicted in
This exercise should be repeated one more time so the child understands the process that incrementing to the TEN bead pattern triggers a Packaging operation where all candies are removed from the Candy-Rank Digit-Square, in this case by physical packaging, and one bead in the Packet-Rank is slid into its corresponding next bead site in the Packet-Rank Digit-Square.
Unpackaging arises during subtraction and can only proceed when there are zero beads in the Digit-Square on the right. Hence, sliding a bead from the Digit-Square into the Tray on the left triggers the Unpackaging of ten beads into the Digit-Square on the right, namely zero is the plosive-state that may require equilibration during subtraction operations, and which creates a TEN conjugate state as a result.
Once Lessons #1 and #2 are mastered, the child can launch into the adventure aspect of the Game of Candy, starting with single digit numbers with low values then graduating to larger values that cause Packaging to be triggered.
Because addition is a binary operation, even on paper, the Game of Addition requires at least two rows of Digit-Squares, as depicted in
For example, because the process must be relatable to children, a storyline for single digit “7 plus 6” addition with Packaging would proceed as follows. Katie has seven candies for the church and they are located on the top row, i.e. Addend, as depicted in
The parent then demonstrates how to create the packet via a process called Addition and Packaging. Starting with the candy on the “6” bead site, to the immediate right of the visible “7” bead site on the top row, one by one, the candy is added to Tommy's candy in the bottom row. Finally, the candy on the “3” bead site in the top row is slid down to the unoccupied “9” bead site in the bottom row, which forms a plosive-state TEN bead pattern, as depicted in
Reverend Michaels thanks the children, and tells them that the three Candies are their reward for their charity, which they must share together, as depicted in
Thus, the storyline concludes with a two-candy reward for the child, too. Such rewards turn stories into candy motivated adventures, and where arithmetic is an auto-acquired dividend.
Technically, the addition process can proceed in any piecemeal Digit-Square order, the only essential requirement is that every bead in the Addend row must be moved down to the Result row until the Addend row is completely zeroed out. However, the most efficient process of addition mimics the traditional addition process of pencil-on-paper arithmetic where Packaging performs “carry,” and the digits in the result reveal their final values in the customary leftward sequence ones, tens, hundreds and so on, in their normalized canonical form.
The traditional approach for adding up one or more numbers in a list on the Candy Board executes as follows.
Step (A): Setup the first number on the list in the Results row, i.e. bottom row.
Step (B): If all numbers in the list are exhausted, addition is complete and the Result row contains the answer, so stop. Otherwise, setup up the next number on the list on the Addend row, i.e. top row. Set the focus of addition on the Candy-rank, i.e. the rightmost rank.
Step (C): Move all the beads in the Addend Digit-Square on the focus rank into the
Result Digit-Square being sure to perform a Packaging operation whenever it is triggered.
Step (D): If the Addend row is completely devoid of beads, go to Step (B). Otherwise move the focus left one rank and go to Step (C).
Atypical storyline is as follows. Each year on the day after Christmas, the Church hands-out all the candy accumulated in the Church pantry over the preceding twelve months. In January, the parishioners donate a combined amount of 8 Bags, 6 Packets. This number is setup in the bottom row, as depicted in
This story shows the child how simply moving beads on the Candy Board allows a long list of numbers to be added up in a logical and orderly manner. Employing a similar storyline, parents can make a customized “Game of Adding Up Mommy's Grocery List” using shopping receipts. Every game is end-capped by the use of plosive-state equilibration if normalizing the final value into canonical form is required.
An excursion into experimenting with primitive algebra is worthwhile to season the child's mind about the ins and outs of solving storyline mysteries.
In this lesson, the Candy Board configuration is a three-row board with three ranks and three mystery values. The storyline goes: Daddy brings home candy and puts it all in the pantry. He knows he added 4 Bags and 6 Candies to the pantry, but he forgets how many packets resulted. in the top row of the Candy Board, the child is told to setup 4 beads in the Bag-Rank Digit-Square and 6 beads in the Candy-Rank Digit-Square, and then told to place the [P] guide chip in the Packet-Rank Digit-Square, as depicted in
Before Daddy came home the pantry had 3 Packets, 5 Candies, but Mommy isn't sure how many bags of candy were there originally. The child is told to setup the middle row with 3 beads in the Packet-Rank Digit-Square and 5 beads in the Candy-Rank Digit-Square, and to place a [B] guide chip in the Bag-Rank Digit-Square, as depicted in
The storyline continues. Mommy, Daddy and Tommy go into the pantry to count everything, because that might help solve what are now two mysteries. Tabby the house cat runs out with candy in its mouth, and disappears. Mommy, Daddy and Tommy see that all the individual pieces of candy have been stolen, leaving 7 Bags and 6 Packets on the shelf. In the bottom row representing the current pantry inventory, the child is told to place 7 beads in the Bag-Rank Digit-Square and 6 beads in the Packet-Rank Digit-Square and a [C] guide chip in the Candy-Rank Digit-Square, as depicted in
With 4P6+B35=76C setup on the Candy Board, the storyline dilemma presents three mysteries called [B], [P] and [C]. The parent and child work through the three mysteries.
First, the focus is on solving the [C] chip mystery. Since 6 candies came home with Daddy and there were already 5 in the pantry, adding these two values together and treating the middle row as the Result row, a plosive-state TEN results, as depicted in
The focus resumes with the Packet-Rank. We now know there were 4 packets, shown in the middle row, before Daddy added more packets, and we know after Daddy added his full packets the pantry now has 7 Packets. The parent and child can walk through the process of adding beads one by one until the middle row Packet-Rank bead pattern/count equals the Bottom row pattern/count of 6. From the Packet Tray, one by one beads are added to the middle row, as well as placed on the right-side of the board, as depicted in
Focus turns to the Bag-Rank. Daddy brought home 4 Bags which got added to the pantry creating a total of 7 Bags. The child might see the solution because he has applied it to solve the Packet mystery. One by one, beads are added to the 4 Bags Daddy brought home, with another bead added on the right-side of the board, as depicted in
Unlike prior art, such games are possible on the Candy Board because rigor is enforceable. From time to time, the parent should shepherd the child on an adventure in BPC algebra, so the child understands many mysteries are not as intractable as they first appear. Also, the child will start decoding the basis behind algebraic reasoning whenever the storyline has a mystery element. The desired goal of the Game of BPC is for the child to play out his reasoned hunches on the Candy Board. There is no wrong answer, just an immersive learning experience. The element of intrigue and surprise at a solvable outcome becomes a huge part of the sense of accomplishment a child derives from the Game of BPC.
Lesson #6, Game of in-Situ Subtraction/Addition
In-situ games emulate a closed system where candy is conserved. Hence, a misbehaving child eating candy always creates incorrect results and unmasks cheating. Every game is end-capped by the use of plosive-state equilibration if normalizing the final value into canonical form is required.
Initial games should be single digit subtraction with no unpackaging. For example, on a two-row Candy Board the storyline states that Tommy possesses 6 candies in Tommy's row, the top row. The bottom row is Katie's and currently shows she has zero candies. However, Tommy owes Katie 4 candies. The storyline mystery is how many candies will Tommy have leftover when he gives 4 candies to Katie. Performing the story results in four candies sliding from Tommy's row into Katie's row. This leaves 2 candies in Tommy's row, i.e. the end result for Tommy after subtraction is done.
The need to apply the Unpackaging process comes into play when Tommy has 3 Packets, 2 Candies, as depicted in
The Game of In-Situ Addition is also playable in this format. For example, next scene in the story goes: Katie gives Tommy 6 Candies for his Birthday. And, backwards and forwards the storyline can go, and at every scene in the story the child is performing arithmetic, sometimes packaging and other times unpackaging.
In an enhanced version, a three-row in-situ game has Katie on the top row, Tommy on the bottom row and Mr. Timpkins, the grocer, on the middle row. Setup each row with a given number of candies and play the game of commerce between two customers and Timpkins Grocery Store.
A two-row Candy Board configuration is the minimal layout for subtraction. Although either row can be subtracted from the other, the Minuend in the top row and Subtrahend in the bottom row convention not only mimics traditional pencil-on-paper layout, it is also the most efficient layout for the Game of Division, as detailed later in Lessons #11 and #14.
Whenever the Minuend is greater than the Subtrahend, a positive result remains in the top row when subtraction concludes. However, when the Minuend zeros out, the bottom row yields the result and means subtraction has generated a negative value. Thus, the two-row Candy Board acts like an accounting ledger, where negative numbers are recorded in the Debit register, i.e. what is owed, and positive numbers are recorded in the Credit register, i.e. what is left-over, namely the remainder.
After setting up two numbers in the two rows, subtraction entails sliding bead pairs of similar rank from both rows simultaneously. Technically, the subtraction process can proceed in any piecemeal rank/Digit-Square sequence, the only essential requirement is that every bead in either the Subtrahend, bottom row, or Minuend, top row, must be moved into the Tray until one row becomes completely zeroed out.
At the start of the training process for young children, parents should always focus on one Digit-Square subtraction, then two Digit-Squares. This should be done without the need for any Unpackaging operations, i.e. the Minuend digit is always bigger than the Subtrahend digit. Once the child has mastered three Digit-Squares, training should proceed with problems that include Unpackaging.
Traditional pencil-on-paper subtraction is limited to right to left processing, using the just-in-time borrow technique from accounting practice. Plosive-state equilibration provides the Candy Board with the flexibility to model four borrow techniques as well as deploying them in any rank order, not merely right to left. For a child, the preferred technique is always the simplest.
For example, consider the problem of a customer using a $100 note to pay a $83.53 debt. There are four distinct ways of handling what conventional arithmetic calls borrow when performing a subtraction operation.
The first technique is the cashier's full breakout method for making change as depicted in
The second technique is the just-in-time version of the cashier's method, $100, as depicted in
The third technique is the accountant's just-in-time borrow method as used in traditional pencil-on-paper subtraction. Consider “37” minus “9” emulated on the Candy Board, as setup in
Once children understand Credit/Debit concepts, they can adopt the accountant's just-in-time borrow technique as an alternative to the process of unpackaging surplus which presumes the Minuend has surplus amounts and hence never takes on negative values. Caution is called for because one-sided-one-function candy can't model negative values, only dual Credit/Debit accounting columns can.
The fourth technique called gratuitous borrow is a tweak on the accountant's just-in-time borrow method. The gratuitous borrow process is as follows. Starting with the uppermost digit in the Minuend, in every Minuend Digit-Square where “0” appears add one bead to both Minuend and Subtrahend Digit-Squares, Repeat this, rank by rank going left until you hit the rightmost rank in which case processing stops. Thereafter, during right to left subtraction and in the event it is necessary, one bead in the top row can always be unpackaged into ten beads on the right. For pencil-on-paper use, this amounts to redundant work, and so never finds use. However, because of the Candy Board's multi-row architecture, gratuitous borrow is the simplest among all the borrow/unpackage methods. Consider the problem “1000” minus “0999”. After applying gratuitous borrow, this becomes “1110” minus “0TENTEN9” something the Candy Board handles with ease, but which traditional mathematical techniques abhor because the TEN digit is stymied by a rigid pencil-on-paper, dual-digit “10” canonical form.
For example, consider the problem setout in
Furthermore, using gratuitous borrow sets up the Candy Board so subtraction on each rank can proceed in any piecemeal sequence without qualm.
Step (A): Setup the Minuend value in the top row and the Subtrahend value in the bottom row.
Step (B): If the Subtrahend is completely zeroed out then stop, subtraction has finished.
Step (C): If the Minuend has completely zeroed out then stop, subtraction has finished and take note that the Subtrahend holds a negative value.
Step (D): Set the focus on the higher of the uppermost digit in the Minuend or the Subtrahend.
Step (E): Move the focus one rank to the right. If the focus rank is now the rightmost rank, then go to Step (F). Otherwise, if the Minuend focus Digit-Square is “0”, then add one bead to both Minuend and Subtrahend Digit-Squares. Go to Step (E).
Step (F): if the Subtrahend focus Digit-Square is non-zero, then go to Step (H).
Step (G): Shift the focus one rank to the left. If the focus rank has run past the uppermost digit in both the Minuend and Subtrahend, or has run off the compute board then subtraction is complete, so stop. Otherwise, go to Step (F).
Step (H): In the focus rank, from both the Minuend and the Subtrahend, simultaneously slide one bead out of top and bottom Digit-Squares while beads remain in both Digit-Squares. If the Subtrahend Digit-Square becomes “0”, go to Step (G).
Step (I): If the Minuend Digit-Square is “0”, check the value of the Minuend Digit-Square left of the focus rank. if this value is “0” or the left rank has run off the board, then subtraction is complete so stop and note that the result is a negative number. Otherwise, in the Minuend, perform an Unpackaging operation from the rank left of the focus rank, thereby setting up a TEN bead pattern in the focus rank of the Minuend. Go to Step (H).
Once subtraction is mastered, the best games going forward involve storylines combining adding in and subtracting out, such as “Game of Add-up the Grocery List, Redeem Coupons and Pay the Bill,” because this puts the whole process of Packaging, Unpackaging and right-to-left rank-wise bead processing into play. As the child's mastery improves the numbers should get larger as well.
Lesson #8, Introducing Symbol Chips into Calculations
Once the child has mastered the various Games of Addition and Subtraction, the digit glyphs “0” through “9” would have been subitized into his mind as proxies for the bead pattern and bead count. As age and maturity dictate, a reboot of the Game of Adding up the Grocery List using the numeric chips, as depicted in
For example, $2.74, the first number on the grocery list, is placed in the top row as a sequence of numeric chips and off to the rightside of the bottom row, the [+] guide chip is placed, as depicted in
Using red-circle chips and the [−] guide chip, subtraction can be performed. As depicted in
Encouraging the child to think and reason plays a huge part in self-learning and cultivating mastery and accomplishment. Once adept at the Game of Subtraction, the child should be more astute about the ins and outs of what he is doing on the Candy Board, and so should be better equipped to decode the mystery behind algebraic reasoning.
Consider the algebraic scenario, 743 minus 5PC equals B21, as depicted in
The storyline is as follows. The Smith pantry initially contains 7 Bags, 4 Packets, 3 Candies. The child places the pantry inventory setup in the top row, as depicted in
Once the Game of Algebra is setup, the parent shows the child how the beads on the Candy Board can solve these three mysteries. Starting with the Candy-Rank, the parent removes candy from the top row one by one, and deposits it into the middle row atop the [C] guide chip, as depicted in
The focus turns to the [P] guide chip in the Packet-Rank. The process the parent uses for the [P] guide chip is exactly the same line of reasoning that solved the problem of the [C] guide chip. Once two beads are moved from the top row into the middle row atop the [P] guide chip, the child should observe that the top and bottom rows now have matched up number of packets, as depicted in
The focus turns to the [B] guide chip in the Bag-Rank, bottom row. The child should be able to solve this without much prompting because it entails direct subtraction of the middle row from the top row. From the 7 beads in the top row and the 5 beads of the middle row, one by one beads are removed from the Candy Board. This countdown represents the 5 Bags Daddy took to work. As depicted in
The Game of Doubling is best played on a one-row Candy Board because it compels the child to in-situ add an equal number of beads into the Digit-Squares as were originally there before doubling. This exercises the child's power of memory and subitization. Mimicking multiplication, the Game of Doubling proceeds right to left. As an equal number of beads are slid into the focus Digit-Square, packaging operations may be triggered that require resolution before more beads can be slid into the focus Digit-Square. This game is the lead in for children to recognize how “5 plus 5 equals 0, package 1”, “6 plus 6 equals 2, package 1”, and so forth.
The Game of Sharing is played on a multi-row Candy Board that reflects the number of batches that will be created. For example, dividing candy among two people requires a two-row Candy Board, for three people, a three-row board, and so forth.
Consider the Game of Sharing where a larder of candy must be divided between two people, as depicted in
Mimicking division, the Game of Sharing always proceeds left to right, namely share the Boxes first, Bags second, Packets third, and the Candy last. During each step, a remainder of either zero or one bead is created. For example, 5 Boxes divides into 2 Boxes a piece with 1 Box remaining undivided. This remainder box can be unpackaged into TEN Bags, which can then be shared along with whatever Bags are already in the candy larder.
Step (A): Setup the Dividend value in the bottom row and zero out the top row, as depicted in
Step (B): Slide beads from the bottom Digit-Square into the Digit-Square above until the bead pattern in the top Digit-Square is one bead greater than or equal to the bead pattern in the bottom Digit-Square, as depicted in
Step (C): If the bead pattern in the top Digit-Square is one bead greater than the bead pattern in the bottom Digit-Square, as depicted in
Step (D): If the top row is less then the bottom row, then go to Step (B). Otherwise, slide beads from the top row into the Digit-Square on the bottom row until the Digit-Square in the top row has a bead pattern one bead greater than or is otherwise equal to the Digit-Square in the bottom row, as depicted in
Once the child has mastered the concept of divvying by two, he should tackle sharing among three on a three-row Candy Board. The process is similar to division by two, except there are two upper rows. Similar to the divide by two rule, all three rows must show the same bead pattern. With three-way division, remainders of zero, one or two beads are created, which are subsequently unpackaged into the Digit-Squares right of the focus rank in one or both the top and middle rows as the circumstances dictate.
Divide by ten is demonstrated to the child as the right to left process of shifting all the beads right by one rank. Divide by five should also be mastered, namely in-situ double the bead pattern, or in the alternative duplicate the bead pattern into the top row and then add the top row into the bottom row. Thereafter, divide the doubled-up value by ten. These divide by five and divide by ten skills are used to calculate square roots via iterative improvement in Lesson #15, Game of Magic Twins.
Lesson #11, Game of Simplified Division
The Game of Simplified Division involves repetitive subtraction of the divisor, and is best played with problems where individual digit values in a quotient don't exceed four.
Using super-subitization alone, division requires a child to recognize by inspection when a Digit-Square's bead pattern in the top row is numerically greater than or equal to the bead pattern in the bottom row. If the child shows any hesitation, several games involving the question of which is greater, top or bottom Digit-Square should be played, as covered in Lesson #1, the Stencil Game. The Game of Divide by Two Sharing where beads are slid into the top row until they are greater than or equal to the bottom row, trains a child to compare by inspection, namely super-subitize, when top is greater or equal to the bottom.
The Game of Simplified Division uses a three-plus-one row Candy Board, as depicted in
In Division, the rule of deciding to do a subtraction is contingent on making a proper comparison where the partial dividend in the top row must always be greater than or equal to the divisor. If the child botches the comparison and subtracts the divisor from the partial dividend, the dividend is prematurely zeroed out while beads remain in the bottom row, i.e. the subtrahend. On the Candy Board this error is detected and easily rectified, as follows. Reduce the quotient by one bead, duplicate the divisor into the zeroed-out partial dividend and subtract the remaining beads in the bottom row from the top row.
The Quotient is an incremental count of the number of times the Dividend minus Divisor operation has been performed before the comparison step indicates the partial dividend in the top row is less than the Divisor in the middle row.
The Game of Simplified Division is best illustrated to a child through the vehicle of a storyline. The Game of Church Christmas Pantry storyline in Lesson #4 concluded with twelve months of repeated additions that yielded 8 Boxes, 2 Bags, 7 Packets, 4 Candies in the Church's pantry on Christmas Day. The day after Christmas, the Church has the tradition of Alms Giving, namely providing candy to needy people. Reverend Michaels has all the candy stores in the Church pantry brought to the front of the Church and asks Katie to calculate how many Boxes, Bags, Packet and Candies are to be given to each of the 67 needy people, so that every person receives an equal share.
Step (A): Setup the Dividend in the top row, the Divisor in the middle row and zero out the bottom and Quotient rows. The leftmost non-zero rank of the Dividend row is the focus rank. Place [Dividend], [Divisor] and [−] guide chips one rank left of the leftmost digit of the Dividend, and place the [Quotient] guide chip one rank to the left of the lowest ranked digit of the Divisor, as depicted in
Step (B): Comparison. Left to right, one rank/Digit-Square at a time perform a comparison. If the top row Digit-Square is greater than the middle row Digit-Square, as depicted in
Step (C): Subtraction. Duplicate the middle row into the bottom row aligned just right of the [−] guide chip, as depicted in
Step (D): Shift Right. The focus of division shifts one rank to the right. Move the [Quotient] guide chip in the Quotient row one rank right. If the [Quotient] guide chip is now in the rightmost rank, reset the [Quotient] guide chip left of the leftmost digit in the Quotient row, as depicted in
Step (E): Underflow Error Rectification: Subtract one bead from the Quotient. Duplicate the Divisor into the zeroed out top row and subtract the remaining beads in the bottom row from the top row Go to Step (D).
Doing simple division before multiplication ensures that the child will not be intimidated by multi-digit multipliers and the massive numbers multiplication creates. Division ensures that the child knows how every massive number can be smashed into smaller chunks.
Simplified multiplication comprises the repetitive addition of the Multiplicand by a count given in the Multiplier. To speedup the addition process, rank shifting comparable to the Game of Simplified Division is used, except the shift is from right to left. The Multiplier is the smaller of the two numbers. The best way to ease children into understanding the process is to begin with single digit numbers, preferably in the range zero to three.
Multiplication, as a practical tool, is best related to the child through hands-on examples.
Household bathroom tiles provide a visual way of explaining how multiplying one length of tiles by another length of tiles quantifies the total tile count inside a rectangular area. Hence, the Game of Tiles makes a good vehicle for animating multiplication. Money also provides solid examples, and should be explained in terms of dollars and decimal units of the dollar which appear as metallic disks called coins, namely dimes/deci and cents/centi. Money introduces a child to the concept of thousands and hundreds, and counting from zero to ninety-nine rather than “9 Tens, 9” or “9 Packets, 9 Candies”.
The Game of Simple Multiplication is best played on a four-row Candy Board. The smaller of the two numbers is the Multiplier, and it is setup on the top row because the beads on this row will be discarded into the top Tray one by one as multiplication unfolds. The Multiplicand is setup on the second row from the top because this number remains unchanged and is duplicated into the third row in the appropriate right rank. Initially zeroed out, the third row holds a duplicate of the Multiplicand shifted left as multiplication unfolds. Initially zeroed out, the bottom row holds the accumulated partial products and the final Product, once the Multiplier has zeroed out.
Consider the storyline. In the Smith home, if a new kitchen countertop requires 3 times 4 granite tiles with each tile costing $7.64, how much money will Mrs. Smith be spending?
Step (A): Setup the Multiplier on the top row and the Multiplicand on the second row. Place [Multiplier] and [Multiplicand] guide chips to their immediate right, off the board. Zero out the third row and place an [+] guide chip to its immediate right, off the board. Zero out the bottom row. The [+] and [Multiplier] guide chips mark the focus rank to their left and these chips shift left as the higher ranks of the Multiplier are processed. The focus begins in the rightmost rank of the top row.
Step (B): If the top row is completely zeroed out, as depicted in
Step (C): If the Multiplier Digit-Square in the focus rank is “0”, as depicted in
Step (I)): Slide one bead from the Multiplier Digit-Square into the Tray. Adhering to right to left Digit-Square order, duplicate the Multiplicand from the second row into the third row starting on the Digit-Square to the immediate left of the [+] guide chip, as depicted in
Step (E): Add the third row to the bottom row, as depicted in
The synonymous terms 632M-Board and 632M-Table are used interchangeably. Radix-10 numeric representation will be the vehicle for describing the method, which finds generalized use in any desired radix system.
Illustrating a pencil-on-paper breakdown of the 632M method,
The 632M method is efficient because it uses rote additions/subtractions operations where the net speed penalty is 1.4 operations per step, on average, and never exceeds 2 operations. In
Multiplication can be reduced to 1.2 additions per step if the tweaks detailed in the description of Lesson 413, Game of 632M Multiplication, are applied. Furthermore, the method of 632M is open to obvious adaptation. Certain digits repeated in a multiplier may give a better M-value selection, such as 532M, for example, whenever 5's outnumber 6's by two to one and 9's are scarce. Similarly, for 742M and 732M, which have an overhead of four additions to setup the M-Table, but otherwise super-subitize over radix-10 as well as 632M does, and are optimal for radix-11, as well. Similar extensions of the method apply to other radixes. For example, using a nine M-value 50/40/30/20/10/632M-Table with its setup overhead of nine additions, radix-60 arithmetic requires no more than 3 operations per step. Similarly, for radix-100, with its overhead setup cost of thirteen rote additions, a thirteen M-value SM-table requires no more than 1.5 operations per radix-10 digit step with an average of 1.15, making it a better means for slaying huge numbers. Similarly, radix-1000 reduces the average to 1.07 operations per radix-10 digit.
The 632M-Board preferably has an S-value field, as depicted in
The NI-value field is mandatory and the width of the NI-value fields of the 632M-Board ought to be one rank wider than the 1M value to accommodate all potential 6M values, not depicted in the
Step (A): Setup a series of S-values from top to bottom rows, namely 6, 3, 2, 1 in the S-value field of the M-Table.
Step (B): Setup the 1M value on both the bottom and next row up, as depicted in
Step (C): Add the bottom row into the next row up, which yields 2M, as depicted in
Step (D): Duplicate the 2M value into the row above it, and duplicate 1M into the top row, as depicted in
Step (E): Add the top row downwards into the row beneath, which yields 3M in that row, as depicted in
Step (F): Duplicate the 3M value into the top row and the bottom row, as depicted in
Step (G): Add the bottom row into the top row, which yields 6M in the top row, as depicted in
As will become clear from Lessons #13 and #14, detailed below, an 632M-Board detached from the Candy Board facilitates both rank shifting and duplication of M-value presets onto the Candy Board in the partial product row during multiplication and divisor/subtrahend row during division.
Once the child has mastered digit glyphs, numeric chips can be substituted for the Digit-Square bead patterns on the 632M-Board, as depicted in
For the Game of 632M Multiplication, the Candy Board is configured as two central rows with dual Trays top and bottom, with guides chips and the 632M-Board positioned, as depicted in
Technically, because addition is commutative, rank-wise repetitive additions of 632M based multiplication can proceed in any Digit-Square sequence. However, to mimic pencil-on-paper arithmetic conventions, a right to left process is used.
The solution for 372 times 137 is depicted in
Multiplicand processing is 6M, 3M, 2M, 1M, the figures are cited out of order in the hardwired 6321 cascade version of the 632M process, as explained in Steps (C) through (F). At a maximum, only two additions are done per multiplier digit, so the process outlined below can be optimized via a cascade decrement to zero.
Step (A): Setup the Multiplier in the row above the Tray. Zero out the top and bottom rows below the Tray. Setup the four 632M Multiplicand M-values on the 632M-Board, and the S-values 6, 3, 2, 1 using guide chips. Align the rightmost rank of the 632M-Board with the rightmost rank of the Candy Board. On the right edge of the Candy Board, setup the [Multiplier] and [+] guide chips for the Multiplier row and top row respectively, as depicted in
Step (B): If the Multiplier row is completely zeroed out, the Game of Multiplication has concluded. As depicted in
Step (C): 6S/6M Step. If the Multiplier Digit-Square bead pattern is “6” or greater, as depicted in
Step (D): 3S/3M Step. If the Digit-Square bead pattern is “3” or greater, as depicted in
Step (E): 2S/2M Step. If the Digit-Square bead pattern is “2” or greater, as depicted in
Step (F): 1S/1M Step. If the Digit-Square bead pattern is “1”, as depicted in
Step (G): If one or more beads remain in the Multiplier focus Digit-Square to the immediate left of the [Multiplier] guide chip, then an error has occurred and the game needs to start afresh because it is possible not enough beads were slid off during 632M processing. Otherwise, shift the [Multiplier] and [+] guide chips and the 632M-Board one rank to the left, as depicted in
An alternative means of error correction is one where after each Digit-Square of the Multiplier is zeroed, the child duplicates a backup value of the bottom row, which can be used to reboot the process in the event the child makes an error later in the multiplication process chain.
One optimization tweak occurs when no digit in the multiplier exceeds five. In such a case, the 6M value is never used, and so never needs to be added onto the 632M-Board. Rather, it might make more sense to create a 4M or 5M value depending on which digit occurs with greater frequency in the multiplier. In fact, if the multiplier is a long digit sequence, creating every pertinent M-value above 3M on-the-fly makes sense because each in-situ added NI-value to a just-in-time 98765432M-Board involves no burdensome overhead, and reduces every step to one rote addition.
Optimization of the Multiplier row includes four tweaks called “10-1”, “10-2”, “10-3” and “10-6”. These substitute for multiplier digit values 9, 8, 7 and 4 respectively, and only make sense when the multiplier two-digit pattern reduces the overall number of steps. This occurs for “x9”, “x8”, “x7” and “x4” patterns where x=1, 2, 5 and 9. For “x8”, “x7” and “x4”, four steps reduce to two steps, and in the case of the “x9” pattern one step. For example, “99”, “59”, “29” or “19” are the two digit patterns that make the “10-1” tweak optimal.
With “x9” pattern, the “10-1” tweak proceeds as follows. Add one bead to the Digit-Square left of the [Multiplier] guide chip. For x=1, 2, 5, and 9, the x-value “1” becomes “2”, “2” becomes “3”, “5” becomes “6” and “9” becomes TEN, respectively. Next, 1M is placed in the top row and subtraction is performed. In the “99” scenario, “TEN0” is generated, the only operation is to ripple the Packaging operation up the Multiplier row.
With the “x8” pattern, the “10-2” tweak mimics the “10-1” tweak except 2M is placed in the top row and a 2M subtraction is done,
With the “x7” pattern, the “10-3” tweak mimics the “10-1” tweak except 3M is placed in the top row and a 3M subtraction is done,
With the “x4” pattern, the “10-6” tweak mimics the “10-1” tweak except 6M is placed in the top row and a 6M subtraction is done.
These optimal two-digit patterns occur 16% of the time and reduce the average operations per multiplier digit from 1.4 to 1.2. However, at the start of game play, if the rightmost Multiplier Digit-Square shows “9” “8”, “7” or “4”, as will happen 40% of the time, then zero out the rightmost Multiplier Digit-Square, duplicate the 1M value into the bottom row but shifted left one rank, namely multiply by ten, and proceed with the 1M, 2M, 3M or 6M subtraction pertinent to “9” “8”, “7” or “4”, respectively. This execution sequence avoids generating a negative number at the start. Tweaks add speed but can make for errors. Every game is end-capped by the use of plosive-state equilibration if normalizing the final value into canonical form is required
In the Game of 632M Division, a two-plus-one row Candy Board with Trays including guides chips and the 632M-Board positioned, as depicted in
The [Quotient] guide chip prevents focus-rank errors. The [Dividend] and [−] guide chips aid the digit comparison and M-value duplication processes. These guide chips shift right as division unfolds. The 632M-Board is setup based on the Divisor value, in this example 1M is 137, as depicted in
The solution for 51,077 divided by 137 is depicted in
The Game of 632M Division executes as follows.
Step (A): Zero out the Quotient in the row above the Tray. Setup the Dividend in the top row below the Tray, and zero out the bottom row. Setup the four 632M Divisor M-values on the 632M-Board, along with the S-values, depicted as chips. Align the rightmost rank of the 632M-Board with the rank of the uppermost digit in the Dividend on the Candy Board. This is the initial focus rank, so set the [Quotient] guide chip one rank left of the focus rank. Rank-align the [Dividend] and [−] guide chips with the 6, 3, 2, 1 S-value chips on the 632M-Board.
Step (B): 65/6M Step. Visually inspect the Dividend Digit-Square sequence with the 6M value on the 632M-Board. If the Dividend Digit-Square bead pattern is greater than or equal to the 6M bead pattern then slide 6 beads into the Quotient Digit-Square to the right of the [Quotient] guide chip and duplicate the 6M bead pattern on the bottom row, as depicted in
Step (C): 3S/3M Step. Visually inspect the Dividend Digit-Square sequence with the 3M value on the 632M-Board. If the Dividend Digit-Square bead pattern is greater than or equal to the 3M bead pattern then slide 3 beads into the Quotient Digit-Square to the right of the [Quotient] guide chip and duplicate the 3M bead pattern on the bottom row, as depicted in
Step (D): 2S/2M Step. Visually inspect the Dividend Digit-Square sequence with the 2M value on the 632M-Board. If the Dividend Digit-Square bead pattern is greater than or equal to the 2M bead pattern then slide 2 beads into the Quotient Digit-Square to the right of the [Quotient] guide chip and duplicate the 2M bead pattern on the bottom row, as depicted in
Step (E): 1S/1M Step. Visually inspect the Dividend. Digit-Square sequence with the 1M value on the 632M-Board. If the Dividend Digit-Square bead pattern is greater than or equal to the IM bead pattern then slide 1 bead into the Quotient Digit-Square to the right of the [Quotient] guide chip and duplicate the IM bead pattern on the bottom row, as depicted in
Step (F): Alignment. Assuming the above 632M compare and subtract steps (B) through (E) have been done, rather than Step (A), at this point the Dividend value should be less than 1M. If it is not, what has happened is a comparison was botched. For example, 2M was possible but not done. In this event, alignment, as below, will immediately bounce the process back to Step (B), the hardwired 632M compare and subtract cascade, namely Steps (B) through (E). Expect the TEN pattern to occur as the Quotient Digit-Square is filled with more beads, and hence, a Packaging operation on the Quotient row is triggered. Otherwise, an “Alignment While-loop” executes as follows. While Dividend Digit-Square bead pattern is less than the 1M bead pattern on the 632M-Board, shift the focus rank, all guide chips, and the 632M-Board one rank to the right. If right edge of the Candy Board is left of the right edge of the 632M-Board, then division is complete, so reset the guide chips, as depicted in
Step (G): Precision step. If a numerical precision is specified and the partial dividend is greater than or equal to that required precision, then go to Step (B). Otherwise, division is complete.
Once the game is complete, as depicted in
Once the child understands division, the parent should show how the remainder in whole numbers can be further processed into its decimal fraction form. This is accomplished by re-initializing the division process as follows. Move the remainder value all the way up to the leftmost rank of the top row and restart the division process. Being sure to account for zero formation left of the decimal point, i.e. for small remainders like 2/2385. The new Quotient contains the decimal fraction right of the decimal point. For example, based on the problem depicted in
Storylines performed on the Candy Board make arithmetic a living art, not merely a rote do-the-process discipline. For example, stories can insert modifications on-the-fly. Consider the church Christmas pantry division story of Lesson #11. Suddenly, Mrs. Michaels calls out “Stop the division. I have found eight bags of candy in the Deacon's Office. They need to be added to the inventory.” The division process is currently at the Bag-Rank, so the extra “800” can be added-in, and division resumes without a hitch. No student ever encounters such dynamic, brain-training storyline intrusions in a formal mathematics class tackling static exercises in division.
The Candy Board can solve problems using iterative improvement. Mastering division, the child has already used iterative improvement because the Remainder termination condition stops the iterative process to whatever level of decimation is desired.
The Game of Magic Twins introduces children to the overt process of iterative improvement for solving square root mysteries. and requires children to understand decimal fractions because solving the Magic Twin problem will throw numbers off to the right of the decimal point. Each iterative step yields a Magic-Twin correction value which gets smaller and smaller until a termination precision is reached.
Consider the storyline. For Uncle Fred's Birthday dinner, Mommy wants to put two ribbons from one corner of the dining room table to the opposite corner to create an X pattern. The table is 8 feet by 4 feet. Mr. Timpkins sells ribbon on a standard roll in 10-foot lengths for $32.50, but he also sells cut-to-length ribbon at $3.50 per foot. What is the length of ribbon Mommy needs to do the job? Can Mommy save money if she can avoid buying two 10-foot rolls of ribbon? If so, how much money? Katie's job is to help Mommy save money so she can spend the savings on candy instead.
In the storyline, Mr. Pythagoras tells Katie that the length of ribbon needed is a Magic Twin and she needs to multiply 8 by 8 and add this value to another multiple 4 times 4 to generate the target value, namely 80, so the Game of Magic Twins can begin.
The Game of Magic Twins uses a three-row Candy Board with the number of ranks two greater than the required precision. For example, if there are six Digit-Square ranks, and the square root of 26 is required, the initial guess will be “050000” and the process continues until “052915” is produced in the top row, namely the square root is estimated as 5.2915.
The top row holds the Multiplier. The Multiplicand and Multiplier are always equal because they are Magic Twins. The middle and bottom rows hold a variety of intermediate values.
All square roots can be mapped into the range 2-100 because all numbers equal or exceeding 100 are a factor of ten of some number in the range 2-100. The child should be shown 0 and 1 are the Magic Twin of themselves, and consequently, all target values in the range 0 to 2 should be scaled up by factors of ten until they exceed 2. Thereafter, the Magic Twins process solves all target values in the range 2 through 100.
The process uses divide by 2, doubling and shifting to calculate correction values. Worst case, it produces four significant decimal places within four iterations. A rule of thumb is used to establish the initial guess of the square root value. For generating the correction factor another rule of thumb applies. When the target value is less than 10, a correction divisor 5 is used. For 10 through 50, a correction divisor of 10 is used. And, if above 50, a correction divisor of 20 is used.
Step (A): Setup initial guess. A rule of thumb establishes an initial estimate of the square root. If target value is less than 5 then 2. If less than 10 then 3. If less than 20 then 4. If less than 30 then 5. If less than 40 then 6. If less than 60 then 7. If less than 80 then 8. Otherwise, 9. Setup the initial estimate in the top row, one rank right of the leftmost Digit-Square, as depicted in
Step (B): Setup the 632M-Board using the value in the top row, as depicted in
Step (C): Multiply the top row with itself using the M-values on the 632M-Board forming the Product in the bottom row, as depicted in
Step (D): Duplicate the 1M value from the 632M-Board in the top row. Duplicate the target value, namely 80 in this example, into the middle row so it aligns with the uppermost digit of the value in the bottom row, as depicted in
Step (E): if said residual value appears in the bottom row, place a [−] guide chip in the leftmost Digit-Square of the middle row, as depicted in
Step (F): If the target value is greater than 50, use the Game of Sharing division by two method, so that said residual value is split half in the middle row and half in the bottom row, as depicted in
Step (G): The iteration correction value is generated by shifting all middle row of beads one rank to the right, namely divide by 10, as depicted in
Thereafter, the Uncle Fred's Birthday storyline is concluded using skills mastered in prior lessons.
