WO2017127020A1

WO2017127020A1 - A modular device to teach arithmetic

Info

Publication number: WO2017127020A1
Application number: PCT/SG2017/000002
Authority: WO
Inventors: Wooi Hock Timothy WANG
Original assignee: Wang Wooi Hock Timothy
Priority date: 2016-01-22
Filing date: 2017-01-20
Publication date: 2017-07-27
Also published as: SG10201600534VA

Abstract

An activity based system and method for learning arithmetic which includes three different MODULES. First MODULE-A represents place value of one which includes a base receiving TOKENs. Second MODULE-B represents place value of ten which includes a base receiving TEN CUPs. Third MODULE-C represents place value of hundred which includes a base receiving HUNDRED CUPs. Each of the base is divided into compartments via series of partitions which allows each of the TOKENs and CUPs to be received removably in its respective compartment. Color of TOKENs and CUPs are different. Activity is performed by grouping and un-grouping together TOKENs and CUPs. In one embodiment, system comprises a board which consists of three platforms having plurality of base one TOKENs, base ten CUPs and base hundred CUPs. In another embodiment, method is implemented using a computer having a processor and a memory.

Description

Title: A Modular Device to Teach Arithmetic

Technical Field

The present invention relates to a system and method which is an educational learning aid for teaching arithmetic.

Background

In the past, there have been various tools developed to teach arithmetic to students. Using the available techniques, students are taught to learn counting, addition, subtraction, multiplication, division, etc. Addition and Subtraction is taught as a process of regrouping and ungrouping numbers. The current method of teaching regrouping in the process of addition and subtraction is very abstract. It does not help in easy visualization of grouping and ungrouping. During addition and subtraction, place values are often difficult to visualize. For e.g., for a number "423", the digit "4" represents four groups of hundreds (i.e. HUNDREDS place value), the digit "2" represents two groups of tens (i.e. TENs place value), and the digit "3" represent three ones (i.e. ONEs place value). Adding number 10 to number 90 is performed by the process of regrouping, regardless of place value. One group of TENs is regrouped with nine groups of TENs which produces ten groups of TENs. All the ten groups of TENs are regrouped into a one group of HUNDREDS i.e. to a next higher place value. During Subtraction, one group from a higher place value is taken out and is put back into the current place value or the lower place value, i.e. ungrouping, before the actual process of subtraction.

Sometimes, even it is not easy to visualize the grouping and ungrouping process to carry out the addition and subtraction. Current method involves using place value charts which only shows place values. This is very theoretical approach and does not give practical experience and not allowing any kind of hands-on experience. Blocks of ONEs, TENs and HUNDREDS are used. When there are ten groups of ONEs, they need to change into one TEN. Similarly, ten groups of TENs need to change into one HUNDRED. It only adds more steps to the process and does not demonstrate the regrouping and un-grouping process physically which is necessary for the better understanding of the process.

The present invention overcomes the previous problems by giving the opportunity to physically go through each of the step-in detail. It enables a strong foundation to understand base ten number system or decimal number system in detail in an interactive manner with a novel method and system for grouping and ungrouping to be used in the arithmetic. Present invention shows the detailed steps when a student or user carries out the addition and subtraction. This invention allows deep understanding of the process of grouping and ungrouping and helps in grasping the detailed steps of l addition and subtracting. Present invention can also be used for demonstrating multiplication and division process. Cognitive understanding is enhanced and ultimately facilitates accelerated learning.

Summary / Disclosure of the Invention

While the previous mathematical tools and apparatus can be used to teach various concepts of arithmetic, such tools and apparatus involves complex grouping and ungrouping process making the whole process difficult to visualize. They are all theoretical in nature and does not provide any kind of practical experience.

Accordingly, it as an object of the present invention is to provide a novel method and system of grouping and ungrouping process using TOKENs and CUPs for easy understanding and fast learning of arithmetic. It consists of three bases having compartments where TOKENs and CUPs can be removably placed.

According to one embodiment of the present invention, system for teaching arithmetic consists of three MODULES A, B and C. Each MODULE has a base having partitioned compartments capable of removably receiving number of pieces. First MODULE represents place value of one. First MODULE has a base which removably receives 10 number of TOKENs. Second MODULE represents place value of ten. Second MODULE has a base which removably receives 10 number of TEN CUPs. Each of the TEN CUP contains 10 TOKENs. Each TEN CUP has a cover labelled as TEN. Third MODULE has a base which removably receives 10 number of HUNDRED CUPs. Inside each HUNDRED DRUM, there are 10 TEN CUPs and inside each TEN CUP, there are 10 TOKENs. Each HUNDRED DRUM has a cover labelled as ONE HUNDRED.

According to another embodiment of the present invention, method for teaching arithmetic involves a novel method and system of grouping and ungrouping using three different MODULES A, B and C. Each of the MODULE is used according to the learning need of the student. When learning arithmetic involves numbers from 1 to 10, first MODULE is used. When learning arithmetic involves numbers from 1 to 100, first and second bath MODULES are used. Similarly, when learning arithmetic involves numbers from 1 to 999, all the three, first, second and third MODULES are used. When performing the process of ungrouping, one object is removed from the higher place value MODULE and the digit corresponding to the higher place value MODULE is reduced by 1. When regrouping, as soon as there are 10 objects of one kind in a MODULE, all the objects are put into next empty higher place value object and a 1 is written above the next higher place value MODULE. Objects being referred here are TOKENs, TEN CUPs or HUNDRED CUPs. According to another embodiment of the present invention, system and method for teaching arithmetic is implemented as a combination of hardware and/or software. Hardware comprises of a non-transitory computer storage medium including a processor and a memory which stores data pertaining to different MODULES and number of TOKENs, TEN CUPs and HUNDRED CUPs in each of the three respective MODULES. Processor controls the task of grouping and ungrouping. A video display unit including a graphic card which provides output to the user who can see the current state of the MODULES. An input unit which can be any one of the keyboard, mouse, joystick, keypad or touchscreen. User gives command to processor using different input methods which then group or ungroup TOKENs, CUPS and CUPs. An advantage of the system is that user itself manipulates different MODULES, giving user a practical feel of the process. System can be developed as a computer software but not limited to computer game, mobile device application, game console or any combination thereof.

The following detailed description of the invention references the accompanying drawings that illustrate specific embodiments in which the invention can be practiced. The embodiments are intended to describe aspects of the invention in sufficient detail to enable those skilled in the art to practice the invention. Other embodiments can be utilized and changes can be made without departing from the scope of the current invention. The following detailed description is, therefore, not to be taken in a limiting sense. The scope of the current invention is defined only by the appended claims, along with the full scope of equivalents to which such claims are entitled.

Description of the Preferred Embodiments

With reference to the preferred embodiment of the present invention, there is an activity based system and method to teach arithmetic to the students in a practical manner using different MODULES, TOKENs and CUPs. In a decimal number system, there are different place values such as place value of one, place value of ten, place value of hundred and place value of thousand. For example, for ihe number "423", "3" represents place value of one, "2" represents place value of ten and 4 represents, place value of hundred. Fig. 1 shows three modules of the system detached from each other, representing different place values. The three MODULES are MODULE-A, MODULE-B and MODULE-C. Hereinafter also referred as First Module, Second Module and Third Module wherever applicable and necessary.

MODULE-A which is the first module represents place value of one. It has a base having compartments which removably receives TOKENs held in place with the help of magnets. Color of the TOKEN is of the same color as the color of the base border of MODULE-A. This border is labelled as "ONEs", to indicate this is place value for ones. Second MODULE-B represents place value of ten. It has a base having compartments which removably receives TEN CUPs held in place with the help of magnets. Color of the TEN CUPs is of the same color as the color of the base border of MODULE-B. This border is labelled as "TENs", to indicate this is place value for tens. Third MODULE-C represents place value of hundred. It has a base having compartments which removably receives HUNDRED CUPs held in place with the help of magnets. Color of the HUNDRED CUPs is of the same color as the color of the base border of MODULE-C. This border is labelled as "HUNDREDS", to indicate this is place value for hundreds.

Fig. 2 shows a magnified view of all the three MODULES attached together. All the borders and labels of each of the MODULE is shown clearly, as explained Fig. 1. Borders of different MODULES, TOKENs TEN CUPs, HUNDRED CUPs and PACKAGING BOX (explained later in Fig. E) should not have repeated and same colors. Only corresponding border of a MODULE and its objects will have same color. TOKEN and MODULE-A border is to be of same color. TEN CUP, TEN CUP COVER and MODULE-B Border is to be of the same color. HUNDRED CUP, HUNDRED CUP COVER and MODULE-C Border is to be of the same color.

Referring to Fig. 3, cover, labels, border and color of TOKEN, TEN CUPs and HUNDRED CUPs of each MODULE is explained in detail. In MODULE-A, each TOKEN is labelled "ONE". In MODULE-B, each TEN CUP contains 10 TOKENs. Each TEN CUP has a cover which is labelled as "TEN". Ten number of TOKENs make one TEN CUP i.e. a group of ten of the immediate lower place value. Similarly, in MODULE-C, each HUNDRED CUP has cover which is labelled as ONE HUNDRED". Each HUNDRED CUP contains 10 TEN CUPs and each of the 10 TEN CUPs contains 10 TOKENs. A group of 10 TOKENs make one TEN CUP and a group of ten TEN CUPs make one HUNDED CUP i.e. a group of ten of the immediate lower place value.

The physical size and color of TOKENs in MODULE-A is same as the TOKENs inside the TEN CUPs in MODULE-B and MODULE-C. The physical size and color of TEN CUPs in MODULE-B is same as TEN CUPs inside the HUNDRED CUPs in MODULE- C. Same physical and size for TOKENs and TEN CUPs give a real sense of different place values.

Fig. 4 shows base of each of the three MODULES which is divided into COMPARTMENTS by a series of PARTITIONS. These PARTITIONS are of the same size as TOKENs, TEN CUPs and HUNDRED CUPs to allow each of the TOKENs, TEN CUPs and HUNDRED CUPs to be removably placed in its respective COMPARTMENT. Fig. 4 shows UN-GROUP section in each of MODULE-B and MODULE-C. UN-GROUP SECTION helps in clearly visualizing the process involved when a bigger digit is subtracted from a smaller digit within the same place value. For this purpose, one group from the next higher place value is transferred from its compartment to the UN-GROUP SECTION. For example, when subtracting 9 from 23, 3 is the smaller digit in comparison to 9 which is a bigger digit. Although, 23 is bigger number than 9. While subtracting, one TEN CUP is taken from MODULE-B and all the TOKENs from inside the TEN CUP are placed into the UN-GROUP SECTION of MODULE-B. This is equal to taking a borrow from the next higher place value so that current place value reads 13 or has 13 TOKENs. After that, 9 TOKENs are removed from MODULE-A and the remaining 4 TOKENs are placed in the first four COMPARTMENTS of MODULE-A. At the end, we have the result of 23 minus 9 which equals to 1 i.e. 4 TOKENs and 1 TEN CUP.

Referring to Fig. 5, it shows the top view of the invention, with all the three MODULES connected together and do not contain any TOKENs and CUPs. All the three MODULES are connected together and are held in place magnetically (not shown in the figure) or any other suitable method of securing the MODULES. At the base of each COMPARTMENT, numbers are inscribed for clearly showing what each COMPARTMENT belongs to. In MODULE-A, there is text inscribed, starting from one to ten. In MODULE-B, there is text inscribed, starting from ten to one hundred. At the HUNDRED COMPARTMENT, there is a RE-GROUP TO HUNDREDS text. In MODULE-C, there is text inscribed starting from one hundred to one thousand. At the ONE THOUSAND COMPARTMENT, there is a RE-GROUP to THOUSANDS text. Placing of TOKENs into a TEN CUP and placing of TEN CUP into a HUNDRED CUP is explained below further.

Only TOKENs can be placed in the COMPARTMENTS in the MODULE-A. When there are 10 TOKENs in MODULE-A, all the ten TOKENs must be placed into a TEN CUP. When a TEN CUP contains 10 TOKENs, it can be placed into a compartment of MODULE-B. Similarly, when a HUNDRED CUP contains 10 TEN CUPs and each TEN CUP has 10 TOKENs inside, it can only be placed into a compartment of MODULE-C. Placing of the TOKENS and CUPs should strictly follow the running numbers at the base of each COMPARTMENT and also follow the above-mentioned rules of placing TOKENs and CUPs inside the MODULES.

Only three MODULES are shown in the present invention but it is obvious to a person of ordinary skill in the art to have more than three MODULES. There can be any number of MODULES depending upon, up to how much place value, arithmetic is performed. Therefore, if at the ONE THOUSAND COMPARTMENT, is having a HUNDRED CUP, then all the HUNDRED CUPs must be placed to one THOUSAND CUP which denotes a carry given to next higher place value.

Now with reference to the Fig 6 and according to an embodiment of the present invention, it shows the PACKAGING BOX which consist of a PACKAGING BODY and a PACKAGING COVER. All the three MODULES, TOKENs and CUPs are kept inside the PACKAGING BOX, including the THOUSAND CUP (which is below the MODULES and not shown in the figure). PACKAGING BODY and PACKAGING COVER has a BORDER labelled as "THOUSANDS" which represents place value of thousand. Color of THOUSAND CUP is same as the color of the PACKAGING BODY and PACKAGING COVER and is totally distinct from the colors used in MODULE-A, MODULE-B and MODULE-C.

According to another embodiment of the present invention, Fig. 7 shows PACKAGING BODY is attached the right side of MODULE-C. Joint between PACKAGING BODY and MODULE-C can be made with the help of any means but not limited to magnets or screws (not shown in figure) or any usual methods of attaching these two pieces. In this embodiment, THOUSAND CUPs are used which are used to place inside HUNDRED CUPs. The PACKAGING BODY is used as the thousands place value to hold THOUSAND CUPs. This integrated setup now has place value from ONEs to THOUSANDS. In an alternative embodiment, the PACKAGING COVER can also be used as thousands place value by adding a BORDER labelled "THOUSANDS" and further attaching it to MODULE-C by any available means such as magnet. The THOUSAND CUP and PACKAGING BODY and PACKAGING COVER must be of the same color. When there are 10 HUNDRED CUPs (representing hundred place value), each CUP having 10 TEN CUPs and each TEN CUP having 10 TOKENS, in MODULE- C, all the HUNDRED CUPs are to be placed into a THOUSAND CUP and this THOUSAND CUP is placed into the PACKAGING BODY (or PACKAGING COVER).

Fig. 8 shows the exploded view of MODULE-B, giving more detailed description of MODULE-B which MODULE-C also follows. MODULE-B has a base which consists of two parts - TRANSPARENT BASE and CUTOUT BASE. The BORDER and UNGROUP SECTION is permanently attached to the TRANSPARENT BASE. The CUTOUT BASE has a recess to allow space for the CARD, details of which is explained below. Fig. 8 shows DOWEL PINS which is used as a means to align the TRANSPARENT BASE and CUTOUT BASE and forms a tight fit to secure these two BASEs together. These two BASEs has a COIN RECESS which provides a means to separate the two BASEs in order to access the CARD.

The CARD has been inscribed with text of numbers including RE-GROUP and UN- GROUP text (see Fig. 5 for details). CARD is aligned with COMPARTMENTS and UN- GROUP SECTION. The CUTOUT BASE ensures that the printing of the text is aligned to the COMPARTMENTS and UN-GROUP SECTION. The TRANSPARENT BASE and CUTOUT BASE is pressed firmly together to secure these two BASEs and keep the CARD in its proper place. Text of running numbers including RE-GROUP AND UN- GROUP text on the CARD can be inscribed on the CARD in any of the preferred language of the user which allow this invention to be adapted in different languages. Like the text, The BORDER labels are also printed on the CARD and is aligned just next to the BORDERS of each MODULES. In alternative embodiment, BORDER labels can also be printed on a substrate with adhesive at the bottom in different languages and for different place values. After that, LABELS are pasted on MODULE BORDERS. MODULE-A and MODULE-C also has the CARD but of different text related to their corresponding place value and is aligned and secured in a similar way as in MODULE- B.

Fig. 9 shows the method of grouping and ungrouping process and teaches how to use the system shown in the present invention. When arithmetic taught involves digits from 1 to 10, only MODULE-A is needed. When arithmetic taught involves digits from 1 to 100, only MODULE-A and MODULE-B are used. Similarly, when arithmetic taught involves digits from 1 to 999, all the three MODULES A, B and C are to be attached. When learning involves digits up to 1000, the PACKAGING BODY is attached with all the three MODULES.

According to the system and method of the present invention, workbooks are provided. Workbooks are specifically designed for the purpose of the present invention. In the workbook, there are several arithmetic questions related to addition and subtraction including questions of division and multiplication. Each mathematical question will have clearly marked place values as shown in Fig. 9. Each place value has a BORDER. This BORDER is of the same color as the corresponding place value MODULE border's color.

Now the method and process of grouping and un-grouping is explained in detail. During UN-GROUPING, one CUP is removed higher place value and all of its contents are placed into the UN-GROUP SECTION of the current MODULE. There is given an example in the workbook (See Fig. 9). According to the question, 34 is to be subtracted from 1042. Since 4 is higher digit than 2, so there is a need to borrow from higher place value. This can be visualized easily with the help of present invention. The digit from the immediate higher MODULE i.e. place value of ten is reduced by "1". The result is also written above the respective MODULE BORDER and previous digit is struck off. Then the total number of CUPs before subtracting is written above the higher MODULE border i.e. "3" in Fig. 9. After that, in the current digit of the current MODULE i.e. place value of one is also struck off. Then the total number of TOKENs before subtracting is written above the current MODULE border i.e. "12" in Fig. 9.

During, UN-GROUPING one TEN CUP is removed from the COMPARTMENT of MODULE-B and is placed inside the UN-GROUP section. Then from the total of 12 TOKENs, 4 TOKENs are removed leaving a total of 8 TOKENs which are then placed inside the COMPARTMENTS of MODULE-A. This process is carried out to other higher MODULE i.e. place value of ten, hundred and thousand, until all subtracting for that mathematical question is completed. During the process of addition, as soon as there are 10 TOKENs or CUPs in the current MODULE (place holder), all the TOKENs or CUPs must be put into next empty bigger CUP (higher place value) i.e. RE-GROUPING is done, and "1" is written above the next higher MODULE (place value).

System and method of the present invention can also be used to teach multiplication and division apart from addition and subtraction. TOKENs and CUPS can be arranged in row and columns for teaching multiplication. CUPS can also be used for teaching divisions. For example, 20 TOKENs divided into 5 CUPS which results in 4 TOKENs in each of 5 CUPS. Different colors of the TOKENs can be used to teach multiplication and division. For example, 2 groups of 5 TOKENs used 2 different colors of 5 TOKENs.

There can be various variations to the design and color of the MODULES, BORDERS, CUPs and TOKENs. CUPs can be transparent or colored or solid colored. They can even be totally transparent with colored rims at the bottom and at the top of the CUPs. Covers can also be colored or transparent or opaque. CUPs are a means to regroup the TOKENs and lower place value CUPs. It can be in any shape and can be made up of any material. It can also take the form of a bag, made from any material that is able to contain 10 of the lower place value TOKENs or CUPs. TOKEN is a mean to represent the place value of one. It can also be in any shape, material or color.

As illustrated, present invention is capable of teaching arithmetic which involves digits up to thousands place value (when PACKAGING BODY or PACKAGING COVER is also attached with three MODULES). Scope of the present invention can be expanded to the higher place values but the CUPS, COMPARTMENTS, MODULES, PACKAGING BODY and COVER would be significantly bigger. Present invention can also be carried out by placing flat on a flat surface or attached brackets to allow the MODULES to be on an upright position.

According to another preferred embodiment, present invention can also be adopted into an electronic form including but not limited to as tool to be used in computer or smart- phone, console game, video game, educational game or any other electronic or digital means. According to this embodiment, system and method for teaching arithmetic is implemented as a combination of hardware and/or software. Hardware consists of a non-transitory computer storage medium including a processor, a memory, input unit, output unit, video display unit. Memory stores data about different MODULES and total number of TOKENs, TEN CUPs and HUNDRED CUPs in each of the three respective MODULES. Processor controls the task of grouping and ungrouping according to the input from the user. An input unit which can be any one of the keyboard, mouse, joystick, keypad or touchscreen. User gives command to processor using different input methods which then group or ungroup TOKENs, and CUPs. A video display unit including a graphic card which provides output to the user who can see the current state of the MODULES. User worksheet is simultaneously shown on the visual display unit. User manipulates different MODULES and perform different kinds of addition, subtraction, division and multiplication. System can be developed as a computer software but not limited to computer game, mobile device application, game console or any combination thereof.

While the foregoing is directed to embodiments of the present invention, other and further embodiments of the invention may be devised without departing from the basic scope thereof, and the scope thereof is determined by the claims that follow.

Brief Description of the Drawings

Figure 1 is an exploded view of the arithmetic teaching system with all the three MODULES detached from each other.

Figure 2 is a close-up view of all the three MODULE borders and its labels in a state when all the three MODULES A, B and C are attached together.

Figure 3 shows different labels and cover of each of the TOKEN, TEN CUPs and HUNDRED CUPs.

Figure 4 shows partitions in each of the MODULE platform to divide into compartment with separate group and un-group section.

Figure 5 shows the top view of the invention, with all the three MODULES attached having text inscribed to show different numbers in a decimal number system.

Figure 6 shows the PACKAGING BOX, which consists of PACKAGING BODY and PACKAGING COVER in which all the MODULES, TOKENS and CUPs are kept inside.

Figure 7 shows the PACKAGING BO.DY which is attached to the right side of MODULE-C and is used as a Fourth MOUDLE-D which represents place value of THOUSAND.

Figure 8 shows exploded view of MODULE-B having two parts: TRANSPARENT BASE and CUTOUT BASE.

Figure 9 shows a worksheet with an innovative and simplistic design given to student or user for the practice and learning arithmetic using the arithmetic learning system of the present invention.

In the drawings, like parts are denoted by like numerals.

Claims

1. A system for teaching arithmetic which consists of three modules attached together which comprises:

a first module representing place value of one, having a base which is partitioned to form compartments and able to removably receive ten number of TOKENs, and wherein each of the TOKEN is labeled as ONE to show place value of one,

a second module representing place value of ten, having a base which is partitioned to form compartments and able to removably receive ten number of TEN CUPs, and wherein each of the said TEN CUP is able to receive ten number of TOKENs and each of the CUP has a cover which is labeled as TEN CUP to show place value of ten, a third module representing place value of hundred, having a base which is partitioned to form compartments and able to removably receive ten number of HUNDRED CUPs, wherein each of the said HUNDRED CUP is able to receive ten number of TEN CUPs and each of the CUP has a cover which is labeled as ONE HUNDRED to show place value of hundred,

wherein, the color of the base border of the different modules depends on the element which it contains i.e. must be of the same color as its TOKENs or, TEN CUPs or HUNDRED CUPs,

wherein, the TOKENs are uniform in shape and size and color, the TEN CUPs are uniform in shape, size and color but different from the size and color of the TOKENs and HUNDRED CUPs, and the HUNDRED CUPs are uniform in shape, size and color but different from the size and color of the TOKENs and TEN CUPs,

wherein, the second module further comprises an un-group section to place TOKENs from inside the CUPs of the second module,

wherein, the third module further comprises an un-group section to place CUPs from inside the CUPs of the third module,

wherein the whole the system is kept inside a PACKAGING BODY having a PACKAGING COVER, and wherein the PACKAGING BODY OR PACKGING COVER can be attached with the said three modules and it represents place value of thousand.

2. The system according to claim 1 , wherein the first module has base border which is labelled same as the TOKENs i.e. ONE.

3. The system according to claim 1 , wherein the second module has base border which is labelled same as the TEN CUP COVER i.e. TEN.

4. The system according to claim 1 , wherein the third module has base border which is labelled same as the HUNDRED CUP COVER i.e. HUNDRED.

5. The system according to claim 1 , wherein the three modules are attached together with the help of any of the magnets, screws, bolts, nuts.

6. The system according to claim 1 , wherein the TOKENs, TEN CUPs and HUNDRED CUPs are held in place inside respective compartments using magnets.

7. The system according to claim 1 , wherein the system is used to teach arithmetic to students involving addition, subtraction, multiplication and division.

8. The system according to claim 1 , wherein the system comes with a designed worksheet having mathematical questions.

9. The worksheet according to claim 8, wherein the mathematical questions have clearly marked place values, each place value will have a BORDER, and BORDER has the same color with the corresponding Module border color.

10. The system according to claim 1 , wherein the base of each of the first module, second module and third module has a text printed on it.

11. The base according to claim 10, wherein the base of first module has a text counting from one to ten and at the tenth compartment, there is a RE-GROUP TO TENs text printed.

12. The base according to claim 10, wherein the base of second module has a text counting from ten to one hundred at the interval of ten numbers and at the hundredth compartment, there is a RE-GROUP TO HUNDREDS text printed.

13. The base according to claim 10, wherein the base of third module has a text counting from one hundred to one thousand at the interval of hundred numbers and at the tenth compartment, there is a RE-GROUP TO THOUSANDS text printed.

14. The system according to claim 1 , wherein the base of each of the first module, second module and third module is made up of two parts i.e. TRANSPARENT BASE and CUTOUT BASE.

15. The base according to claim 14, wherein the border and un-group section is permanently attached to the TRANSPARENT BASE.

16. The base according to claim 14, wherein the two parts has a CARD disposed in between them, text representing different numbers is printed on the CARD.

17. The card according to claim 16, wherein the text is printed in different languages to adapt the system into different languages.

18. The system according to claim 1 , wherein the CUPs can be transparent or colored or totally transparent with colors at the rim and top of the CUPs and can be in any shape and size such as bags.

19. A method of teaching arithmetic to students using three modules which comprises: placing TOKENs inside compartments of a first module representing place value of one, placing TEN CUPs inside compartments of a second module representing place value of ten,

placing HUNDRED CUPs inside compartments of a third module representing place value of hundred,

grouping and ungrouping the TOKENs and CUPs during the process of addition, subtraction, multiplication or division using the UN-GROUP section of second and third module.

wherein ungrouping involves taking out TOKENs from inside the TEN CUPs or taking out TEN CUPs from inside the HUNDRED CUPs and placing it in the UN-GROUP section of the corresponding module.

wherein grouping involves putting all the TOKENs or CUPs in the next higher place value module compartment as soon as there are 10 TOKENs or CUPs in the current place value module.

wherein TOKENs are place inside TEN CUP only when there are 10 TOKENs in the first module, TEN CUP is placed inside the HUNDRED CUP only when there are TEN CUPs inside each of the compartment of second module and each of the TEN CUP in second module has ten TOKENs each, HUNDRED CUP is placed inside next higher module element only when there are ten HUNDRED CUPs in the third module and each of the HUNDRED CUP has ten TEN CUPs with each TEN CUP having TEN TOKENs.

20. The method of claim 19, wherein TOKENs are placed inside the TEN CUPs in stacked position on top of each other.

21. The method of claim 19, wherein TEN CUPs are placed inside the HUNDRED CUPs in a circular seating arrangement.

22. A method and system to teach arithmetic to the students comprising:

a processor to execute user commands,

a non-transitory computer storage medium to store data,

an input unit for user,

a video display unit has a graphic controller which displays graphics of the three modules receiving and storing at the memory said data about three modules representing place values of ones, tens and hundreds respectively,

wherein the said data includes information about number of TOKENs in the first module, number of TEN CUPs in the second module, and number of HUNDRED CUPs in the third module.

wherein video display unit shows graphics which includes three modules having series of partitions forming compartments which can removably receive objects such as TOKENs and CUPs, first module receives TOKENs, second module receives TEN CUPs and third module receives HUNDRED CUPs, each of the second and third module has a UNGROUP section where the objects from inside the second and third modules are placed,

wherein user gives command via input unit to the processor of the system to either group or ungroup the objects from inside the modules.