Geometry with blocks

Welcome back!

What if I told you that some of the most powerful geometry learning happens not on paper, but in play?

Yes, we are talking LEGO bricks or blocks, those colorful, hands-on tools that can turn an abstract concept into something you can actually hold, twist, and explore. Sarama and Clements (2009) stated that manipulatives like blocks help children build mental models of spatial relationships, fostering a deeper understanding of geometry.

Why blocks? Why now?

Children (and adults too, let’s face it) learn better when they touch, build, and create. Geometry is not just about naming shapes, it is about thinking spatially, understanding relationships between forms, and recognizing patterns in the world around us. Research has shown that block play is strongly correlated with spatial reasoning and school readiness in mathematics (Verdine et al., 2014).

When students manipulate blocks, they are not just “playing.” They are:

• Visualizing 2D and 3D shapes.

• Discovering symmetry and balance.

• Learning about angles and sides without even realizing it.

• Developing problem-solving and critical thinking skills.

As Van de Walle, Karp and Bay-Williams (2013) emphasize, these types of hands-on experiences are essential for meaningful math learning, allowing students to actively construct their knowledge rather than passively receive information.

It is a gateway into deep, meaningful geometry learning and it’s fun.

Real classroom magic: How to bring it to life

Here are a few hands-on activity ideas that you can try with your students:

1. “Build with LEGO”

Challenge students to build as many 2D shapes as possible using LEGO plates. Can they make a perfect square? A rectangle with double the area? A right triangle? According to Findell et al (2001), meaningful geometry learning arises when students engage in tasks that are both purposeful and open-ended, encouraging flexible thinking.

Mover, it would be interesting to have them present their constructions and explain their strategies.

2. “Block Towers and Balance”

Using wooden blocks or Jenga pieces, have students build tall structures that must balance and follow certain rules (e.g. only triangles on top, symmetry required, etc.). This taps into verticality, symmetry, and stability, key geometric ideas. As Bodrova and Leong (2007) explain, structured play allows children to internalize abstract principles through physical experience, a process supported by socio-cultural learning theories.

3. “Guess what have is this” Game

Hide a shape inside a box. Let students touch it (no peeking!) and guess what it is based on its edges, vertices, and faces. A fantastic tactile activity for exploring 3D geometry.

4. Exploragons

I am not going to lie, before investigating I had not a clue about what this was but once I got to search a little more about it I found that it is a great and manipulative way of teaching geometry in Primary classes. Since it is better to look at it first to understand what that is, I am going to highlight yourselves with a very enlightening video: 

Exploragons are materials not very well known but definitely they are fun for children to use during the class as the teacher explains so they can see and create forms with their own  hands instead of just looking at the drawing that the teacher makes or from the book.

Pro tip for teachers

Do not rush to “name” everything right away. Let students explore with materials like exploragons. Ask open questions like:

• What do you notice?

• Can you make something different with the same pieces?

• How do you know it’s a square?

Geometry comes alive when we let curiosity lead the way.

Geometry is not a subject to memorize it is everything that surrounds us. And with a box of blocks, a dash of creativity and a classroom full of curious minds, the possibilities are endless.

So next time you are planning a geometry lesson, maybe start not with a worksheet, but with a pile of blocks.

Ready, set… build!

S33 Y0U 1N 7H3 N3X7 3N7RY!

REFERENCES:

Bodrova, E., y Leong, D. (2024). Tools of the mind: The Vygotskian approach to early childhood education. Taylor & Francis.

Findell, B., Swafford, J.,y Kilpatrick, J. (Eds.). (2001). Adding it up: Helping children learn mathematics. National Academies Press.

Mathtechconnections. (2023). How to Use Exploragons when Teaching Geometry [Video]. YouTube. https://youtube.com/shorts/1mufnoUd-Cs?si=3LeTN8dsD6beO6uF

Sarama, J.,y Clements, D. H. (2009). Early childhood mathematics education research: Learning trajectories for young children. Routledge.

Van de Walle, J. A., Karp, K. S.,y Bay-Williams, J. M. (2016). Elementary and middle school mathematics (p. 31). London: Pearson Education UK.

Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K.,y Newcombe, N. S. (2014). Finding the missing piece: Blocks, puzzles, and shapes fuel school readiness. Trends in Neuroscience and Education, 3(1), 7-13.