Field of the Invention

[0001] Present invention relates to a board game apparatus and a method of placing tokens on said board, more particularly relates to the board game apparatus that comprises of a board with recess of specific shape and tokens with different physical variables or parameters that are to be placed in the recess of the board based on a specific pattern to play the game. Background

[0002] Board games have been used since centuries to play different games like chess etc. or the like. In such games, the tokens are placed on the board which includes specific patterns on which the tokens are placed. The tokens are either placed on the board based on certain predefined rules or based on certain patterns on cards associated with the gaming apparatus. However, once such token is placed on the board, it is very likely that due to unintentional movement of the player, the board may get lifted or tilted, which may result in displacement of tokens on the board. At many times, it becomes very difficult to position all the tokens to its previous position on the board. In case, players manage to reposition the token, this consumes times resulting in delay in the game. Even in cases, where player intends to move or reposition the board, it is very likely that the tokens may get displaced from its original position.

[0003] Also, in our day-to-day life, we are presented with a lot of information. This information helps us take a conscious action for better results or outcome. What action, when, why, where and how is a function of matching the presented information with the environment on which the action is to be taken. Most of the times, we take an action without matching the information on the environment and thus the decision to take what action, when, why, where and how is largely influenced by the way in which information is presented to us.

[0004] US Patent number 5833240 discloses a board game with areas in the form of recess that receive tokens. The recess includes an upward facing flat surface located on the board at a depth that allows token upper surface to be flush with the game board upper surface. The board game of this document though provides a board that reduces the chance for displacement of tokens, as the tokens are flush with the upper surface of the board. However, in order to remove token from the recess, the user requires to push the token on its one side to enable other side of the token pops out. This makes the game a little inconvenient as application of pressure from the finger continuously may result in fatigue to the fingers and moreover would result in unnecessary wastage of time during playing of the game. Furthermore, if the tokens are elongated in structure, it is very likely that the recess of this document may not be able to hold the token and with the movement of the board, the tokens may displace from its original position resulting in delaying in game. [0005] The problem to be solved is to provide a board game apparatus with a board and tokens shaped such that the token can be placed on the board the chances of displacement of the token can be avoided, which can be due to the lifting or tilting of the board by user, and the problem is solved by the board game apparatus as in present invention that includes a token with lower surface having a first and a second part such that the second part is different from the first part, and a recess on the board to receive the tokens, such that the recess includes a primary part and a secondary part to receive first part and the second part of the token respectively, for placement of token on the board and to avoid displacement of token when the board is lifted or tilted. [0006] The problem to be solved is also to bridge the gap of thinking existing in the society. There is a lot of information that a person picks during his/ her lifetime. This game provides a method of placement of tokens on the board in accordance with the patterns on the cards to enable a method of thinking, required in solving various situations. It will enable the adults and children both (as active game players) to identify what is their deep rooted current process of thinking and what they need to change to achieve success in the given thinking situation. The players can then relate to the newly acquired learning, with an access to both the sets of thinking processes i.e. how they used to think in the past and how they should be thinking with their real-life situations to identify where they are using the old (not correct) process or pattern of thinking and thus in turn shall develop a conscious recognition of how they should be thinking in such situations.

[0007] The situations in this game have been organised in a progressive structure of thinking processes or methods of thinking required as per the changing game situations. This has been done to create this game as a progressive learning tool where the players can bridge the gaps from the basics and go to further complex processes as per self-learning and real-life application pace.

[0008] As playing of this game largely requires working with executive functions, this game and its intended outcome to become a learning tool, while having the fun and engagement of a game, shall be relevant for a very long time.

[0009] Even if the player plays the same situations again after 6 months, they will appear new as the player shall be again required to apply the correct process of thinking to solve the game situation, as long-term memory shall not be of any help in feeding the answers achieved during the earlier sessions of game playing. Thus, after a certain period of time, a player can play the situations, where they consciously worked upon to change the process of thinking because of incorrect results/ outcome achieved in the game situations earlier, to test whether the new conscious thinking process they acquired during earlier sessions is still a part of their subconscious thinking. If not, this will bring a further insight that they need to practice application of missing processes of thinking better. If yes, they can now move on to the next level of complexity in the same game.

[0010] This learning system and other learning systems invented by the inventor, due to their relevance in real-life applications of all, to be used by all especially children of age 3-16 years, to become a part of every house so that as a family each one of us can continuously work towards individual growth and growth of the other members of the family and society.

[0011] This learning system and others invented by the inventor should ideally become a part of every academic institution and family at various stages of education process in the life of a child during the age 3-16 years. As these tools do not use any academic content and work on developing appropriate thinking processes, mental behaviour and approach, the learning behind various situations can be delivered to any learner irrespective of whatever socioeconomic-cultural and academic background they may come from.

Summary

[0012] In an embodiment of the present invention, there is a board game apparatus comprising: a token with an upper surface and a lower surface including a first part and a second part with shape different from said first part, said second part includes a flat surface; and a board with plurality of recess structured on said board to receive said token, said recess includes a primary part and a secondary part with shape different from said primary part, wherein said primary part of said recess receives said first part of said token and said secondary part of said recess receives said second part of said token for placing said token on said board, thereby avoiding displacement of said token on said board when said board is lifted.

[0013] In a preferred embodiment, the Apparatus as claimed in claim 1, wherein said first part of said lower surface of said token is convex shaped and said primary part of said recess is concave shaped to receive said first part of said token.

[0014] In a preferred embodiment, the Apparatus as claimed in claim 1, wherein said secondary part of said recess is cylindrical shaped with flat bottom to receive said second part of said token.

[0015] In a preferred embodiment, the Apparatus as claimed in claim 1, wherein said upper surface of said token includes at least one variable selected from a shape and a color.

[0016] In a preferred embodiment, the Apparatus as claimed in claim 4, wherein shape includes three different shapes and color includes three different colors, for nine said tokens such that each said token includes different combination of said shape and said color.

[0017] In a preferred embodiment, a board game apparatus comprising: a plurality of token with an upper surface and a lower surface including a first part and a second part with shape different from said first part, said second part includes a flat surface, said upper surface includes at least one variable selected from a color and a shape; a board with plurality of recess structured on said board, said recess includes a primary part and a secondary part with shape different from said primary part; and a plurality of cards each consisting of different patterns for the placement of said plurality of token on said plurality of recess on said board, wherein said primary part of said recess receives said first part of said token and said secondary part of said recess receives second part for placement of said token on said board based on pattern on said card. [0018] In a preferred embodiment, the Apparatus as claimed in claim 6, wherein said first part of said lower surface of said token is convex shaped and said primary part of said recess is concave shaped to receive said first part of said token. [0019] In a preferred embodiment, the Apparatus as claimed in claim 6, wherein said secondary part of said recess is cylindrical shaped with flat bottom to receive said second part of said token.

[0020] In a preferred embodiment, the Apparatus as claimed in claim 6, wherein each card provides a pattern or a combination of patterns for placement of said tokens on said board at a level of complexity.

[0021] In a preferred embodiment, the Apparatus as claimed in claim 6, wherein each card is arranged in a progressive manner leading to next level of complexity.

[0022] In a preferred embodiment, a method of placing tokens on a board apparatus, comprising the steps of: determining the position of a token on a board by a pattern provided in a card; and arranging said token on said board, wherein all said tokens (130) are to be placed on said board (110) as per said patterns (152) on said cards (150), such that every token (130) can only be placed at one definite position on said board (110) to match the pattern in a card to move to a subsequent level of complexity arranged in a progressive manner.

[0023] In a preferred embodiment, the method as claimed in claim 11, wherein determining the position of a token (130) comprises matching the pattern (152) on said card (150).

[0024] In a preferred embodiment, the method as claimed in claim 11, wherein determining the position of a token comprises matching the pattern on said card completely without rotating or flipping the pattern.

[0025] In a preferred embodiment, the method as claimed in claim 11, wherein said arranging step comprises placing said token only once on said board such that once placed, said token cannot be moved or replaced with another token. [0026] In a preferred embodiment, the method as claimed in claim 11, comprising the step of concluding upon matching all said patterns in said cards in a level of complexity with said tokens.

[0027] In a preferred embodiment, the method as claimed in claim 11, wherein said method can be digital.

[0028] For a better understanding of the invention and to show how the same may be performed, the invention will now be described, with reference to the accompanying drawings.

Brief description of Drawings

[0029] Fig. 1 discloses an embodiment of the present invention depicting the board and tokens.

[0030] Fig. 2 discloses an embodiment of the present invention depicting the board with plurality of recess. [0031] Fig. 3 discloses an embodiment of the present invention depicting a perspective view of the tokens with upper and a lower surface.

[0032] Fig. 4 discloses an embodiment of the present invention depicting a flat surface of the token.

[0033] Fig. 5 (i) discloses an embodiment of the present invention depicting cards with patterns. (Level 1 - 5)

[0034] Fig 5 (ii) discloses an embodiment of the present invention depicting cards with patterns. (Level 5 - 6)

Description of elements Reference Numeral

Game board apparatus 100

Board 110 Recess 112

Primary part 114

Secondary part 116

Token 130

Upper surface 132

Lower surface 134

First part 136

Second part 138

Flat surface 160

Card 150

Pattern 152

Detailed description of the Invention

[0035] The illustrated board game apparatus (100) comprises a token (130) with an upper surface (132) and a lower surface (134).

[0036] The lower surface (134) includes a first part (136) and a second part (138) such that the shape of the second part (138) is different from the first part (136). The second part (138) of the lower surface (134) is a flat surface (160). The upper surface (132) of the token (130) can be selected to have a variable color and a variable shape. In case when there are nine tokens (130), the shape may be three different shapes and the color may be three different colors such that a token (130) is provided in each of three different shapes and each of three different colors. [0037] A board (110) is provided with a plurality of recess (112) which are structured on the board (110) in different rows and columns. Theses recess (112) have a primary part (114) and a secondary part (116) to receive the first part (136) and second part (138) of the token (130) respectively. The primary part (114) and the secondary part (116) also have different shapes. [0038] In use, when the token (130) is placed on the board (110), the primary part (114) of the recess (112) receives the first part (136) of the token (130) and the secondary part (116) of the recess (112) receives the second part (138) of the token (130). In this way, the tokens (130) cannot be displaced from their original position accidentally and would be displaced only when the user lifts the tokens (130) and changes their position. The present invention thereby avoids the displacement of the token (130) from the board (110) when the board (110) is lifted or moved accidentally.

[0039] The first part (136) of the lower surface (134) of the token (130) and the primary part (114) of the recess (112) have complementary structures, such that the first part (136) of the lower surface (134) of the token (130) can be received by the primary part (114) of the recess (112). Preferably, the first part (136) of the lower surface (134) of the token (130) may have a convex shape, and the primary part (114) of the recess (112) has a concave shape, so that the first part (136) of the lower surface (134) is received by the primary part (114) of the recess (112), thereby avoiding the token (130) from displacement.

[0040] Further, the secondary part (116) of the recess (112) is cylindrical in shape with flat bottom so that it can receive the second part (138) of the token (130) when in use. [0041] In an embodiment of the present invention a plurality of card (150) each consisting of patterns (152) for the placement of the plurality of token (130) on the plurality of recess (112) on the board (110) is provided. In use, the tokens (130) are to be placed on the board (110) based on the pattern (152) on the card (150). [0042] The tokens (130) are to be placed on the board (110) by matching the pattern (152) provided on the card (150) with the shape and color of the tokens (130).

[0043] The tokens (130) are to correspond to other tokens (130) in accordance with the patterns (152) on the card (150).

[0044] The tokens (130) can be placed on the board (110) only when both the patterns (152) and the tokens (130) presented in the pattern (152) provide information to come at only one particular place on the board (110) based on the card (150) to be solved. [0045] All the cards (150) in this game have only one unique answer i.e. a token (130) can be placed only at one definite place on the board (110) in a particular card (150).

[0046] The board game apparatus (100) is provided with • a white spherical shaped game board (110); surface with circular depressions on it (representation of moon);

• nine three dimensional tokens (130) of three colors - red, green and blue; representing three shapes - an Astronaut, a Lunar Rover and a Rocket, thus, one token (130) of each color and shape;

• a booklet with cards (150) arranged in a progressive level of complexity.

• a game playing manual.

[0047] It is a single player game and the player is supposed to place all the 9 tokens (130) in the 9 circular slots (arranged in 3x3 format) given on the game board (110) for each card (150) given in the situations booklet.

It can be made into a multi-player game by adding the levels of complexity.

[0048] Each card (150) contains patterns (152) of 3x3 wherein different combinations of patterns (152) have been created by retaining all the circles of the grid pattern (152) or removing some of the circles of the grid pattern (152). The card (150) shall be treated to be solved successfully by verifying whether all the 9 tokens (130) as placed on the board (110) satisfy the condition created by patterns (152) given in the card (150).

[0049] Each of the 9 tokens (130) can come in any of the circular slot on the board (110). The exact location of each token (130) on the board (110) is determined by the patterns (152) given in each card (150) of the situations booklet.

[0050] The cards (150) have been organised in a progressive structure of thinking processes or methods of thinking. This has been done to create each game as a progressive learning system and tool where the player can bridge the gaps from the basics and go to further complex processes as per self-learning pace and his/ her real-life application needs/ scenarios.

[0051] As the level of complexity increases from lower to higher order, thinking in the cards (150) of the situation booklet, the type of mental skills required to place each token (130) enhance from simple to applying complex thinking skills like combining, inferencing, collating, analysing, evaluating, creating, etc. in this logical inferencing & deduction game set.

[0052] Undergoing the lessons based on this game, enables the learners to learn how to take a decision, before taking an action of placing the token (130) on the board (110) as guided by construction of patterns (152) given in each situation.

[0053] It experientially makes the learners practice various thinking skills in a progressive structure, thus making the game playing experience a learning system of all the mental skills required as a part of logical inferencing and deduction process based on how to analyse and evaluate patterns (152) given in each situation in the context of environment i.e. the board (110) in which decision has to be made and thus where and why action of placing all the 9 tokens (130) have to be taken. Embodiments

[0054] The board (110) and tokens (130) are interrelated.

[0055] If there are 4 tokens (130), then the game board (110) will be a 2x2 grid; [0056] if there are 6 tokens (130) then it will be a 2x3 grid;

[0057] if there are 8 tokens (130) then 2x4 grid or 3x3 grid with one space in the grid being used as negative token (130) space i.e. no token (130) can come at this place; [0058] if there are 9 tokens (130) then a 3x3 grid;

[0059] if there are 12 tokens (130) then 3x4 grid or a 2x6 grid;

[0060] if 15 tokens (130) then 3x5 grid or 4x4 grid with one space in the grid being used as negative token (130) space i.e. no token can come at this place;

[0061] if 16 tokens (130) then 4x4 grid; and so on various sets of tokens (130) and corresponding board (110) can be created. [0062] A token (130) is made of variables. A variable can be defined as a unique design, colour, shape or a combination of them.

[0063] The variables chosen to create the tokens (130) should be easily represented in a 2D picture so that they can be directly related to its corresponding tokens (130). This also enables the game to be played in a digital mode.

[0064] If 2 different variables are being used and under each variable 3 different types/elements are being used, it shall lead to creation of 9 tokens (130).

[0065] Similarly, if 3 different variables are being used and under each variable 3 different types/ elements are being used, it shall lead to creation of a game with 21 tokens (130).

[0066] If 3 different variables are being used and under 2 variables there are 3 different types/elements whereas under 3 variable has only 2 different types/ elements are being used, it shall lead to creation of 12 tokens (130); if 3 different variables are being used and under each variable 2 different types/ elements are being used, it shall lead to creation of a game with 8 tokens (130). [0067] In this game, 9 tokens (130) have been used by using 2 variables i.e. a shape & a color and under each variable, 3 different types/ elements being used i.e. 3 different types of shapes - astronaut, rocket and rover and 3 different types of colors - blue, green and red.

[0068] In this game, all the 9 tokens (130) are 3 dimensional tokens (130). A further complexity can also be added in the game by defining whether the tokens (130) will be 2 Dimensional or 3 Dimensional.

[0069] Please refer to below directional list of different types of other tokens (130) that can exist for a game having 9 tokens (130).

Different Versions of Tokens (130) Based on Types of Variables Example 1

[0070] 2 Dimensional 9 tokens (130) with 3 different shapes and 3 different colours i.e. each shape with 3 different colors and each color with 3 different shapes. Example 2

[0071] 3 Dimensional 9 tokens (130) with 3 different shapes and 3 different colours i.e. each shape with 3 different colors and each color with 3 different shapes.

Example 3

[0072] 2 Dimensional 9 tokens (130) with one type of shape but changing 2 elements of the shape.

Example 4

[0073] 2 Dimensional 9 tokens (130) with one type of shape, shapes can be classified in 3 different groups by graphically dividing the shape in 3 parts. For example - a kite shape with 3 different parts - upper half, lower half and tail. Each different part to have 3 different colours i.e. each part with 3 different colors and each color with 3 different parts of kite.

Example 5

[0074] 3 Dimensional 9 tokens (130) with one type of shape but classified in 3 different groups by changing the design on the surface of the shape. For example - a conical shape with line patterns (152), classified in 3 groups by changing the design pattern (152)- curved upward, downwards and a straight line. Each different pattern (152) picture to have 3 different colours tokens (130) i.e. each pattern (152) picture with 3 different colors and each color with 3 different pattern (152) pictures.

Example 6

[0075] 3 Dimensional 9 tokens (130) with one type of shape but classified in 3 different groups by changing the color on the top half and bottom half surface of the shape. For example - oval, egg shaped tokens (130) with color on top half bottom half, classified in 3 groups by changing the top half and bottom half color. Each top half color to have 3 different bottom half colour tokens (130) and each bottom half color to have 3 different top half color.

And so on.... [0076] Thus, using 2 variables in each token (130) and 3 different type of elements under each variable, any permutation and combination of tokens (130) can be created. [0077] However, the type of variable chosen and the type of elements chosen under each variable, adds to the learning progression and the complexity i.e. method used to identify the position of where and why a token (130) will be placed on the board (110).

[0078] Similarly, the way the pattern (152) of 3x3 board (110) grid or a part of the pattern (152) of 3x3 board (110) grid is being used to create puzzle situations also adds to the learning progression and complexity i.e. method used to identify where and why a token (130) will be placed on the board (110).

[0079] Thus, based on different variables and types under each variable used can define the learning complexity and thus can act as a progression to learning complexity.

[0080] Similarly, the way a grid is been created on the board (110) can define the learning complexity and thus can act as a progression to learning complexity i.e. methods to deduce where and why to place a particular token (130) on the board (110).

[0081] This game, thus uses token (130) variables and patterns (152) of board (110) grid both in conjunction to create the learning progression and complexity to the puzzle situations i.e. method used to identify the position i.e. to deduce where and why to place a particular token (130) on the board (110).

[0082] Also, by giving complete or incomplete information about the tokens (130) in the grid pattern (152), the next level complexity can be added to the puzzle situations i.e. method used to determine the position i.e. to deduce where and why to place a particular token (130) on the board (110).

Method:

[0083] Place all the tokens (130) on the board (110) by matching the information (grid pattern (152) and token (130) within the pattern(152)) given in the situations [0084] The game has 9 tokens (130) made by using 2 variables i.e. a shape & a color and under each variable 3 different types/ elements being used i.e. 3 different types of shapes - astronaut, rocket and rover and 3 different types of colors - Blue, Green & Red. [0085] Board (110) is made of 3x3 grid or pattern (152) of 9 circles arranged in a 3x3 format.

[0086] By identifying the nature of each and all patterns (152) given in the situation and nature of tokens (130) in each and all the patterns (152) as given in the situation/puzzle card (150).

[0087] There are situations arranged in an age appropriate structure i.e. situations for age <5 years, 5-7 years, 7-9 years, 9-11 years, 11-13 years & >13 years. Each age band has various thinking processes in-built in it to create varied, progressive experiences for the player to test current thinking process and in-turn strengthen currently existing correct thinking processes and develop new thinking processes.

[0088] Though currently a player maybe of 12 years, it is recommended/desired for the player to play the situations from previous age bands first and then proceed to current age band situations.

[0089] Such a structure of progressive situation arrangement, gives each player an opportunity to develop/bridge any missing thinking process as per the age and also develops thinking processes of higher age bands. To draw a parallel analogy here, an artificial intelligence to make the game playing process a personalised learning experience has been created through the arrangement of situation cards (150).

[0090] To make the learner test existing method of thinking around patterns (152) and tokens (130) together (i.e. information) and develop a new method of thinking, in a progressive learning structure created by changing the nature of patterns (152) and representation of tokens (130) (i.e. information)

[0091] Thus, based on different variables and types under each variable, learning complexity at each level can be clearly defined and thus progression of learning complexity can be predefined. [0092] Similarly, the way a pattern (152) of 3x3 game board (110) has been presented in the situations (complete 3x3 pattern (152), incomplete 3x3 pattern (152) having only one possibility or multiple possibilities on the game board (110)) can pre-define the learning complexity and thus can act as a progression to learning complexity i.e. methods to deduce where and why to place a particular token (130) on the board (110).

[0093] This game thus uses token (130) variables and pattern (152) of board (110) grid both in conjunction to create the learning progression and complexity to the puzzle situations i.e. method used to identify the position i.e. to deduce where and why to place a particular token (130) on the board (110).

[0094] Patterns (152) Used in the Situation cards (150)

1. Complete Patterns (152) with single possibility i.e. 3x3 patterns (152) as given on the board (110).

2. Incomplete Patterns (152) with single possibility i.e. part of 3x3 pattern (152) as given on the board (110) but can come on the board (110) in only one way.

3. Incomplete Pattern (152) with multiple possibilities i.e. part of 3x3 pattern (152) as given on the board (110) but can come on the board (110) in many ways, different possibilities of pattern (152) with a pattern (152) having minimum 2 possible ways to come on the game board (110) going to patterns (152) with maximum up to 6 possible ways to come on the game board (110).

4. Positive Patterns (152) (for all the 3 types of patterns (152) mentioned above in point 1, 2 & 3) i.e. representing a pattern (152) which will definitely come on the game board (110) (for ease of identification, patterns shown on top of white background).

5. Negative Patterns (152) (for all 3 types of patterns (152) mentioned above in point 1, 2 & 3) i.e. representing a pattern (152) which will NOT at all come on the game board (110) (for ease of identification, patterns shown on top of grey background).

[0095] Tokens (130) Used in the Situation Cards (150) • Complete Tokens (130) i.e. both the variables i.e. shape and color are given in the situation.

• Incomplete Tokens (130) i.e. only one variable i.e. shape or color is given in the situation. o If only shape is given, it has been shown in cards with the outline of that shape, filled with no color (grey/white) i.e. if outline is of rocket shape then rocket of any of the 3 colors can come in that particular circle; o If only color is given, it has been shown in cards with the complete circle filled with that color i.e. if circle is filled with blue color then any of the 3 shapes can come in that particular circle. 6] Rules of playing:

• Place all the 9 tokens (130) outside the board (110), depending upon whether the player is left handed or right handed on the left or right side of the game board (110) · Place one token (130) at a time on the board (110) in order to place all the 9 tokens

(130) on the board (110).

• Token (130) once placed in the circular slot of the board (110) should not be moved or replaced.

• Pattern given in the situation card (150) has to be directly matched with the pattern (152) of 3x3 grid on the board (110) i.e. without rotating or flipping the pattern (152)

• Open the situation card (150) to be solved, the situation card (150) shall be treated to be solved successfully by verifying whether all the 9 tokens (130) as placed on the game board (110) satisfy the condition(s) created by all the patterns (152) given in the situation card (150). · If the placement of tokens (130) on the game board (110) does not satisfy the conditions created by all the patterns (152), the situation is treated as unsolved and the player removes all the tokens (130) from the game board (110) to place them outside the game board (110) to attempt to solve the situation card (150) again from the start. [0097] Learning System Progression on Method of Deducting Patterns

• Single Player Booklet progression based on design of 3x3 game board; · 6 progressive levels for Age 3-16 years;

• Each level described below with an indicative situation from that level.

Level 1

[0098] Complete positive patterns with single possibility with complete tokens (Fig. 5)

[0099] Complete positive patterns with single possibility with complete/ incomplete tokens, inferring other variable of the token to create a complete token and/or 9 ^th leftover token (Fig. 5) Level 2

[0100] Complete positive patterns with single possibility with complete/incomplete tokens, combining 2 patterns to create a complete token, inferring other variable of the token to create a complete token and/or 9 ^th leftover token (Fig. 5). Level 3

[0101] Incomplete positive patterns with single possibility with complete tokens (Fig. 5)

[0102] Incomplete positive patterns with single possibility with complete/incomplete tokens, inferring other variable of the token to create a complete token and/or 9 ^th leftover token (Fig. 5).

[0103] Incomplete positive patterns with single possibility with complete/incomplete tokens, combining 2 patterns to create a complete token, inferring other variable of the token to create a complete token and/or 9 ^th leftover token (Fig. 5).

Level 4 [0104] Incomplete positive patterns with single/multiple possibilities with complete/incomplete tokens, identifying pattern possibilities to place the tokens, inferring other variable of the token to create a complete token and/or 9 ^th leftover token (Fig. 5) [0105] Incomplete positive patterns with single/multiple possibilities with complete/incomplete tokens, identifying pattern possibilities to place the tokens, combining single possibility incomplete patterns to create complete tokens, inferring other variable of the token to create a complete token and/or 9 ^th leftover token (Fig. 5). Level 5

[0106] Complete/Incomplete positive patterns with single/multiple possibilities with complete/incomplete tokens, combining 2 multiple possibility patterns to create a single possibility pattern and/or complete token, inferring other variable of the token to create a complete token and/or 9 ^th leftover token (Fig. 5).

[0107] Complete/Incomplete positive patterns with single/multiple possibilities with complete/incomplete tokens, combining 3 multiple possibility patterns to create a single possibility pattern and/or tokens, inferring other variable of the token to create a complete token and/or 9 ^th leftover token (Fig. 5).

[0108] Complete/Incomplete positive and negative patterns with single/multiple possibilities with complete/incomplete tokens, identifying single possibility of a positive pattern based on inferring of 1 negative pattern, inferring other variable of the token to create a complete token and/or 9 ^th leftover token (Fig. 5, Level 5, A).

[0109] Complete/Incomplete positive and negative patterns with single/multiple possibilities with complete/incomplete tokens, combining 2 multiple possibility positive patterns to create a single possibility positive pattern based on inferring of 1 negative pattern, inferring other variable of incomplete tokens and/or 9 ^th leftover token (Fig. 5, Level 5, B)

Level 6

[0110] Complete/Incomplete positive patterns with single/multiple possibilities with complete/incomplete tokens, combining 2 multiple possibility patterns based on inferring of 3 ^r positive pattern to create a single possibility pattern, also inferring other variable of incomplete tokens and/or 9 ^th leftover token (Fig. 5).

[0111] Complete/Incomplete positive patterns with single/multiple possibilities with complete/incomplete tokens, combining 2 sets of 2 multiple possibility positive patterns or combining 3 multiple possibility positive patterns based on inferring of 4 ^th pattern to create a single possibility pattern, inferring other variable of incomplete tokens and/or 9 ^th leftover token(Fig. 5). [0112] Complete/Incomplete positive and negative patterns with single/multiple possibilities with complete/incomplete tokens, combining 2/3 multiple possibility positive patterns to create a complete single possibility positive pattern based on inferring of 1/2 negative pattern, inferring other variable of incomplete tokens and/or 9 ^th leftover token (Fig. 5, Level 6 A). [0113] Complete/Incomplete positive and negative patterns with single/multiple possibilities with complete/incomplete tokens, combining 2/3 multiple possibility positive patterns to create a complete single possibility positive pattern based on inferring of 2/3 negative patterns, inferring other variable of incomplete tokens and/or 9 ^th leftover token (Fig. 5, Level 6, B).