FIG. 1 is a perspective view of an educational apparatus for learning math illustrating my new design;
FIG. 2 is a front elevation view thereof;
FIG. 3 is a rear elevation view thereof;
FIG. 4 is a left side view thereof;
FIG. 5 is a right side view thereof;
FIG. 6 is a top plan view thereof; and,
FIG. 7 is a bottom plan view thereof.
FIG. 8 is an enlarged front perspective view of a counting element of the educational apparatus for learning math shown separately for clarity of illustration;
FIG. 9 is a rear perspective view thereof;
FIG. 10 is an enlarged front elevation view of a counting element of the educational apparatus for learning math with an exemplary portion of the rod element shown in broken lines for clarity of illustration;
FIG. 11 is a rear elevation view thereof;
FIG. 12 a top plan view thereof with the bottom plan view being substantially identical; and,
FIG. 13 is a left side view thereof with the right side view being substantially identical.
The broken lines illustrating text in FIGS. 1-3, a handle element in FIGS. 1-5 and 7, inner portions of counting elements in FIGS. 8-10 and an exemplary portion of the rod element in FIGS. 10-13 of the educational apparatus for learning math form no part of the portions of the claimed design.