Practice exercise-card in mathematics.

Application filed May 25,1915. Serial No. 30,406.

To all whom it may concern: card, as illustrated in Fig, .1. Above the '

Be-it known that I, John Ward Stude- openings are certain indicating characters baker, a citizen of the United States, and 11 arranged to form methematical problems.. resident of Des Moines, in the county of The cards may contain indicating characters ₆₀8 Polk and State of Iowa, have invented cer- 12 showing the nature of the problems. The tain new and useful Practice Exercise-Cards, indicating characters 11, shown in Fig. 1,\ in Mathematics, of which the following is a specification. .

, The object of my invention is to provide a. 10 practice exercise card for mathema,tics of simple, durable and inexpensive construction, so made and arranged that certain problems may be shown by suitable indicating characters on the face of the card adja15 cent to openings adapted to be placed over suitable writing material and that the answers or results of the working out of the : problems may be shown on the opposite side of the sheet adjacent to the openings therein.

My invention consists in the construction^ arrangement and combination of the various parts of the device whereby the objects contemplated are attained as hereinafter more fully set forth pointed out in my claims and 25 illustrated in the accompanying drawings, in which:

- - embodying my invention, illustrating simple problems in addition, and showing the 80 totals of the first series of problems in the.

lower sheet of paper. Fig. 2 shows the exercise card turned over for checking the results of the addition. Fig, 3 shows the face of a modified form of my exercise card illus35 trying the cards used for problems in multiplication, and showing the result of one of the problems on the lower paper. Fig. 4 shows a reverse side of the card shown in Fig. 3, illustrating the construction of the 40 card, and the method for checking the answers.

In the accompanying drawings, I have shown in Figs. 3 and 4, a slightly modified form of my device, simply illustrating the 45 variety of forms in which my practice exercise cards may be made. . .

In the accompanying drawings, in fig-Uj

I have used the reference numeral 10 to indicate generally a card which may be made of 60 pasteboard or the like, and may be of any suitable construction, preferably of some tough paper capable of withstanding con^Si<Tlm^bcard^lWVprovidSl with a series of problems on the sheet 14. The openings 15 no *6 op«BW«>s 11, preferably arranged in hori- are larger thap the openings 11, shown in

SKsvs from the top to the bottom of the . Fig, supply M .¾ »n that the nrobform problems either in addition or subtraction. The. card illustrated,’ however, is the card used for addition, as will be more ₆₅fully explained.

In the practical use of the card 10, shown ’ in Fig. 1, the card is placed over a sheet of white paper or over any material capable of receiving suitable impressions, and the pupil ₇o places the total of the addition in the opening below the problem. It will be noted that where the card is used for subtraction, the operation is the same, except that the lower number is subtracted from the upper 75 number instead of being added thereto. The total thus obtained is set down on a sheet of ' paper below the card 10 ; the card 10 is then turned over until the upper row of openings register with the upper row of totals on the so lower sheet. The back or reverse’face of the in which· card 10, is provided with indicating characFigure 1 shows the face of an exercise card ters 13, giving the total of the additions of - · · · - - -vr-.-x—. the different columns on the face of the card.

It will be noted that the totals are;· so arranged that by simply turning the card over the total of the addition of column. A, shown in Fig. 1, will·-be indicated-above -the total as shown on the extra sheet of paper through the opening 11 at the right hand side of the card 10 when the card is thus up, but at the left hand side of the sheet when the reverse side of the sheet is up, as illustrated in Fig. 2.

The other totals are arranged in the same way, so that when the card is reversed, ths totals printed on the card will be immediately adjacent to the openings over the totals made by the pupil, as illustrated in Fig. 2. so that the results of the working of the problems may be quickly and easily compared and checked.

In Fig. 3, I have shown a similar card indicated by the reference character 14, haying the openings 15 arranged preferably in 105 horizontal rows, as shown, with indicating characters 16 above the openings, arranged for problems in multiplication. The indicating characters 17 show the nature of the

100 a 1,157.509 lems are mote complicated andinvolve more numerals. '

In Fig. 4, I have illustrated the reverse side of -the card, 14 and also'have shown the 5 results of the multiplication problems just below the openings, instead of just above them. It will be seen, however, that the indicating characters 18 showing the results Of the multiplication are arranged adjacent 10 to the openings which register with the characters made, by the pupil oh the sheet of paper below the sheet . 14, so that the products of the pupil’s calcdlation are adjacent to the products shoi^n on the reverse side of 15· the card 14. ·

My improved practice exercise cards for mathematics may be made in a vast number of modified. forms,. without departing from their essential features of construction 20 and arrangement, and it is my intention to cover by this application any such modified forms as may bd included within the scope of my claims. ¹

The advantages of iky cards may be 25 largely seen from the foregoing description. By the use ofcaqds of this kind,· the teacher is saved the time of copying ijhe problem on the black board, or. of reading it to the class. The pupils are saved the time of copying 30 the problem on paper.

In addition to the saving of time already referred to, it is possible, where my cards are used, for the teacher to give more attention to the individual pupil and furnish the indi5 vidual pupil with the work demanded by his particular needs. For instance, if the majority of a class need work in addition, while one or two are advanced in addition, .but laggard in multiplication, the one or two pupils 40 mentioned may be given multiplication cards, while the rest of the class may be given the addition cards.

The pupils are able to quickly and easily check the results· of their calculations by simply turning the cards over. 45

The cards may be used repeatedly, so that the. saving of time is accomplished each time the cards are used.