the invention may best be described from the drawings . in fig1 we see the container 3 with the upper side of a flat closure 5 that fits closely into the container 3 and is supported by posts 4 on internal sides of container 3 . the instructor unit is attached to the underside of top 5 as shown in detail in fig2 . in fig2 we see kit 1 , box or container 3 , and there is an angled slot on each interior side of the box ( not shown ) for sliding top 5 into a semi - vertical position . teaching tray 7 is held on the underside of top 5 . number line stick 9 covers colored one inch cubes 11 in groups of five . number 9 indicates one of several number line sticks that is removably held in place with holding units called holders 2 and 12 . holder 12 is an open one inch by one inch rectangular structure and holder 2 is a one inch by one inch cuplike structure both of which may be glued to teaching tray 7 . we have shown teaching tray 7 held in a useable position by sliding back 5 in box 3 . number bridge 10 tray is held in place and we have chosen to show twenty five slots each about three inches in diameter and about ½ inch deep so that one inch cubes 11 may be slid to the center and hidden under number line stick 9 which is removably held in place by holders 12 and 2 . other numbers of slots could be used equally well . there are groups of five blue cubes in one group , five red cubes in a second group and five yellow cubes held in number bridge 10 . side 7 will hold a group of number line sticks and a group of angle sticks that are formed with angle sticks being one to ten cubes in length . angle sticks are shown in fig4 . although there will be two angle sticks of each length from 1 inch to 10 inches , for clarity only two are shown . each angle stick is labeled on the interior side with the length in inches in word form on one side and in number form on the other side . these angle sticks are plastic and the instructor may label on the exterior sides to indicate fractions or percentages or numbers . for example when working with a total number of twelve a 4 inch angle stick could be labeled one third and the instructor could show that it takes three 4 inch angle sticks to equal the twelve . he could also show that one 4 inch angle stick equals 33⅓ % and explain why ! these labels may be put on with erasable marker to be easily removable . it might be shown when working with a total of eight numbers that this 4 inch angle stick then becomes ½ as a fraction or 50 % as a percentage . this aids in student learning through allowing easy linear and vertical visualization for the student . fig3 shows a sweeper unit 13 that may be placed upon and slid down the number bridge 10 to use flexible arms 17 to “ sweep ” or slide all blocks to be hidden in 3 inch wide slots as described under fig2 under a number line stick 9 . slots 16 in the front portion of box 3 allow the sweeper unit 13 to exit to complete the movement of all the blocks . fig4 shows two angle sticks and there will be two groups of angle sticks from 1 to 10 inches in length with each group having some of the angle sticks stacked next to the right side of the cube slots in the instructor unit and the remainder loosely held in container 3 . fig5 shows a front view of a child teaching unit 20 that is about one half inch thick . the center unit 21 is a series of slots with each slot about one fourth inch deep and three fourths of an inch wide . we have chosen to show 25 slots but other numbers of slots could be equally useable . there are ⅜ &# 39 ; s inch cubes 23 in the slots and each cube is finger slidable in each slot . the cubes are colored in groups of five . there is a flat stick holding slot on each side of center unit 21 with a flat stick therein numbered to form numbered stick 26 removably held on each side of the row of cubes with the numbers from 1 to 25 on the numbered stick 26 to provide a visual count of the cubes . there is a window stick holding slot 28 on each side of the numbered sticks 26 . a window stick has a total length equal to the number of cubes listed on the stick but space for the upper cube is open both for ease of handling and to allow the user to read a number beneath . for example if window stick labeled 7 were laid with the bottom end on top the number 1 on the numbered stick the user would read the number 7 through the upper end of window stick 7 . if all blocks were lined up as shown in the left position the user could use window stick 7 to shift seven blocks to the right position . now if the user pushed 7 more blocks to the right he would read the number 14 on the number stick . he has just learned 7 plus 7 is 14 . now if the user laid window stick seven on top of the number stick with the window end of the end around 14 he could read 7 below the window stick and see that 14 minus 7 equals 7 . he has learned that fourteen minus seven equals 7 . this illustrates a simple use of the number and window sticks . there will be a minimum of ten different length properly labeled window type number sticks 24 for each child teaching unit in the kit or held in the stick holder 28 . sides of stick holder slot 28 are formed by raised segments of the unit base . the unit fig5 can be used in upper elementary grades to explore and solve algebraic equations . for example the instructor may show the equation x − 7 + 4 = y and explain as the value of x changes then the value of y changes . the instructor may then say “ let &# 39 ; s assume that the value of x equals ten .” with the number line stick 26 in place he can then use window stick 10 and push ten cubes to ‘ ten ’ and he can then use window stick 7 and slide over seven cubes to indicate minus 7 and he can then use window stick 4 and push back four cubes to indicate plus 4 and may count seven cubes left in line . in the equation he has modeled and physically shown that . . . if x = 10 then y = 7 . he can repeat and show that if x = 12 then y = 9 . he is showing and modeling . the students may then use their paper models or actual models to try different variations etc ., etc . he has shown how to “ visualize these concepts in a linear fashion .”