referring now in detail to the drawings , the reference numeral 10 denotes generally an educational game apparatus and teaching system of this invention . the educational game apparatus 10 as illustrated in the embodiment of fig1 includes a game board 12 , a plurality of accompanying accessory cards 14 , a multiple of playing pieces 16 , and a chance controlled device such as number cubes or dice 18 . these game components are suitably contained within a box 20 which provides a convenient method for packaging the game apparatus 10 as a kit . the game board 12 is provided with a smooth planar surface having markings on one face thereof which define a plurality of uniform spaces or a network of rectangularly shaped stations 22 . as shown in fig2 one hundred such stations 22 are provided and consecutively numbered from 1 to 100 . a median area on the board 12 has four designated spaces 24 , 26 , 28 , 30 for indicating placement of the accessory cards 14 . the respective spaces are denoted by the words &# 34 ; danger pack &# 34 ;, &# 34 ; problem pack &# 34 ;, &# 34 ; chance pack &# 34 ;, and &# 34 ; neighbor pack &# 34 ;, with each having a distinct color code . in the preferred embodiment , the representative colors as indicated by the designated draftsman &# 39 ; s symbols are blue , red , green , and brown . correspondingly , stations 22 such as those numbered 20 , 30 , 44 , etc ., are marked with the word &# 34 ; danger &# 34 ;, stations numbered 4 , 13 , 15 , 16 , etc ., contain the word &# 34 ; problem &# 34 ;, stations numbered 2 , 14 , 25 , etc ., have the word &# 34 ; chance &# 34 ; therein , and stations numbered 10 , 37 , 45 , etc ., are designated &# 34 ; neighbor &# 34 ; stations . these stations are also color coordinated in the representative colors . additionally , other stations 22 , such as those bearing the numbers 5 , 7 , 11 , 12 , etc ., contain written indicia indicating directions affecting the movement of the playing piece 16 . furthermore , as shown , the stations bearing numbers 11 and 22 are connected , whereby a playing piece landing on station number 11 is shifted along an alternate path of travel or otherwise &# 34 ; skipped &# 34 ; to station number 22 . similarly , stations numbered 7 and 15 , 18 and 30 , 23 and 35 , 43 and 51 , etc ., are connected and designate a particular route to be followed . the board 12 is preferably fabricated from a stiff paper , pasteboard , cardboard , or like material , which has been laminated as with a transparent plastic film to provide a durable surface . a flexible hinge section ( not shown ) can also be provided transversely through the board 12 so as to permit folding for compact storage within the box 20 when not in use . the playing pieces 16 are comprised of tokens being compatible in size for placement within the stations 22 and are provided with distinctive indicia . fig1 a illustrates six typical playing pieces 16a - 16f having various mathematical symbols and a geometric shape embossed thereon or otherwise affixed thereto . in consonance with the total teaching concept , the introduction of these playing pieces 16 thus acquaints the game participant with these functions . accordingly , an addition sign appears on piece 16a , a division sign on piece 16b , a square root symbol on piece 16c , a subtraction sign on piece 16d , a multiplication sign on piece 16e , and a triangle is shown on piece 16f . it should be apparent that other symbols can be substituted or added to the game apparatus . the movement of the game piece 16 over the board 12 on stations 22 is determined by the throw of the dice 18 and the sum of the numbers appearing on each die . the accessory cards 14 are separated into four stacks or packs as designated by the identifying indicia contained thereon and representative colors . for example , the typical accessory cards 14 as shown in fig3 , 5 and 6 bear , on their face sides , the respective titles &# 34 ; problem &# 34 ;, &# 34 ; chance &# 34 ;, &# 34 ; danger &# 34 ;, and &# 34 ; neighbor &# 34 ; and are intended for placement on the corresponding board spaces 26 , 28 , 24 , and 30 . certain of the accessory cards 14 such as the &# 34 ; problem &# 34 ; cards 14a contain specific teaching materials and are referred to as tutorial cards . in this preferred embodiment the tutorial cards 14a contain arithmetic examples in the first decade , i . e ., addition and subtraction wherein the total is between 0 and 10 . in order to ascertain the correct answer and to further reinforce the learning process , the answer to the arithmetic example is indicated on the back or reverse side of the card 14a . supplemental cards containing , for instance , second decade arithmetic examples , such as multiplication or division or other mathematical concepts , can be programmed into the game procedure in accordance with improved learning abilities and teaching objectives . it should also be apparent that these supplemental cards can include a wise variety of subject matter which would lend itself to such presentation , e . g ., telling time , temperature , measuring , spelling , etc . preferably the cards in each of the tutorial packs to be so substituted contain similar subject matter and correspond with respect to grade level . in fig4 , and 6 are shown typical &# 34 ; chance &# 34 ; card 14b , &# 34 ; danger &# 34 ; card 14c , and &# 34 ; neighbor &# 34 ; card 14d . although these last mentioned cards do not introduce specific pedagogic materials , they serve a function as a mental exercise and for providing an opportunity to improve reading skills . the directions or instructions as indicated on the backs or reverse sides of these cards further add an element of excitement and interest to the game procedure . it should be noted , however , that all or some of these last mentioned card packs can be replaced by tutorial cards bearing teaching exercises in specific subjects . the teaching system is thus flexible enough to provide for the introduction of a wide variety of learning materials through accessory cards which can be interchangeably integrated into the game . the manner in which the game can be played is described as follows : any number of participants can play , but preferably three to six players is considered a desirable number and will comfortably permit the players to position themselves around the board . to start the game , each player rolls one die ; the player with the highest number goes first . in the case of a tie , the players involved in the tie roll again until one player is successful . play will then continue in a clockwise direction from the player receiving the highest number . each player then selects , in order , a distinctive playing piece which is provided and in turn rolls a set of dice and moves his playing piece a number of stations corresponding to the number shown on the dice by starting at the upper left on the board and moving from left to right . when the playing piece is accordingly moved to a station , the player must correctly read and follow the instructions which may appear within the station . for example , depending on the particular station , the player may find the directions instructing him to &# 34 ; roll the dice two times ; if you get doubles move that many stations &# 34 ;, or &# 34 ; if you landed here with a six , move ahead six more stations &# 34 ;, or &# 34 ; roll again ; if you get four , go back four stations &# 34 ;. additionally , certain of the stations provide for bonus or penalty movement by shifting of the playing piece between stations connected by a &# 34 ; ladder &# 34 ;, &# 34 ; slide &# 34 ;, &# 34 ; pole &# 34 ;, or &# 34 ; steps &# 34 ;. these stations have directions indicating such movement -- for example , &# 34 ; climb down the ladder &# 34 ;, or &# 34 ; take a ride on the slide &# 34 ;. it should be obvious that the game procedure itself would require the child participant to learn to count , to correctly add together the numbers appearing on the dice and also to accurately read and follow instructions as indicated on the board . however , as previously mentioned , an important aspect of the invention resides in the incorporation of selected teaching materials that can be contained in the four decks of cards marked &# 34 ; danger pack &# 34 ;, &# 34 ; problem pack &# 34 ;, &# 34 ; chance pack &# 34 ;, and &# 34 ; neighbor pack &# 34 ;. since certain of the stations are keyed to these cards , when the playing piece lands on these stations , the player must remove the top card from the appropriate pack and must correctly answer or respond in order to advance his playing piece . the object of the game is to reach the last station , numbered 100 , and the first player to do so is declared the winner . the above cited embodiment is intended as exemplary , and while it has described the invention with specific implementation thereof , other modifications and changes might be made in this embodiment as so set forth and will be apparent to those skilled in the art . furthermore , it should be understood that all material shown and described in the accompanying drawings is to be interpreted as illustrative and not in a limiting sense .
an educational game kit including a game board having a pattern of stations and associated chance controlled playing pieces which are movable over the stations along defined paths of travel . the game encompasses the selective introduction of teaching subject matter through tutorial cards which are keyed to certain of the stations . in accordance with the rules of play , when the playing piece lands on a correspondingly keyed station , a tutorial card is removed from a pack of cards , and if the information solicited by the card is correctly supplied by the participant , the playing piece may be further advanced on the game board . movement of the playing piece is further influenced by specific written indicia contained in several of the stations . supplemental tutorial cards for furnishing other levels and categories of teaching subject matter can be interchangeably integrated into the game procedure .