Education manual
www.citiblocs.com
Cooperative learning at the K.I.P.P. DREAM Academy, Houston, TX
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Learning Fun
Building with Citiblocs is not just about having fun, it’s also about discovery.
Discovering why the blocks are all the same shape and size. Discovering what
happens when they are stacked vertically or at angles. Learning how to make
something round from a rectangle. Building with Citiblocs is about discovering
that math, science, and art exist not just in textbooks, but all around us. Citiblocs
are a simple yet effective learning tool that can be applied to nearly any
curriculum at nearly any grade level.
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Table of Contents
Basic Building Instructions
5
Tips and Other Useful Bits
7
Warm Ups
8
Math and Science
One, 2, III
Methods of Measurement
Counting on Citiblocs
Citiblocs Comparisons
Golden Proportions
Hip to Be Square
Discovering DNA
10
11
12
13
14
15
16
17
Social Studies
Leaning Tower
Citiblocs Around the World
18
19
20
Art and Architecture
Citiblocs Bridges
Citiblocs Towers
Timed Towers
Big Apple
21
22
23
24
25
Activities
Copy Cat
Tooth Ache
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27
28
Appendix
29
4
Basic Building Instructions
These instructions are provided as a general building guide. While there are
several common techniques that can be used a basis for building, there are no
right or wrong ways to build with Citiblocs. The ability to explore and experiment
are fundamental and inherent characteristics of block play.
The Block
Each block has three distinct sides…
…and each block is cut to the exact proportions of a 1:3:5:15 ratio:
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Basic Building Instructions (continued)
Building with Citiblocs
There are three basic ways to build with Citiblocs…
On End
On Edge
Flat Side
…but it is important to remember that there are no wrong ways to build with
Citiblocs…they can be angled, sloped, tilted, and turned…
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Tips and Other Useful Bits…
Write about it!
Have students write about their structures and experiences while building.
Draw it!
Have students draw their structures.
Talk about it!
Have students talk about their structures.
Be creative with it!
Citiblocs are open-ended. There are no wrong ways to build with it.
Learn with it!
Citiblocs can easily be integrated into almost any curriculum.
Share it!
All of the activities and lessons in this manual can be done individually or in
small groups. Building with Citiblocs is a wonderful opportunity for collaborative
learning.
Have fun with it!
The best part about building with Citiblocs is that learning and having fun go
hand in hand.
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Warm Ups
As with any classroom activity it is always best to warm up before diving in. The
following is a list of short exercises designed to help loosen your fingers and
stretch out your mind.
Tree Stacking
This is a great introductory exercise that is quick and enjoyable for students of all
ages. It can be done in pairs or small groups. Students start off with a tree
“trunk” and take turns stacking on the branches and leaves of the tree, building
as high as they can before the tree tumbles down.
1- Begin by placing 3 blocks together and standing the trio on end. This is
the tree trunk.
2- Have students place the tree branches / leaves on top of the trunk, one
block per student, alternating turns. Students may stack their blocks any
way they choose, however the flat side is the most stable surface. Try and
build a tall tree without it falling down. Timber!
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Warm Ups (continued)
Talking Towers
This activity helps students to become familiar with the building properties of the
blocks while simultaneously developing spatial awareness. It is best to have
students work in pairs.
1- Have students sit back to back. Give each student a small but equal
number of blocks (less than 10). Students will take turns- the first student
creates any type of design they choose - it can be a letter, a tree, a small
tower etc.
2- Once completed, the student turns around and describes the structure to
their partner and gives them step by step instructions on how to replicate
it. The instructing student may observe and verbally assist the other
student but may not touch the blocks. When finished, students compare
results.
3- Have students reverse roles.
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Math and Science
10
One, 2, III…
PreK
+
OBJECTIVES

Students will learn about number sense and recognition

Students will be able to identify various representations of numbers
KEY CONCEPTS
Number Sense
Number Recognition
MATERIALS
55 blocks per student
10 index cards per student
PROCEDURE
Pass out 10 index cards to each student/group. Have students number the
cards, 1, 2, 3, etc. On the back of the cards, spell out each number (one, two,
three, etc). Have students collect 55 blocks each. Tell the students to shuffle
their cards and then spread them number side up on their desk. Have the
students place the appropriate number of Citiblocs on top of each card, creating
a spiral as the numbers increase. Check for comprehension and accuracy. Turn
the cards over and repeat the exercise.
CRITICAL THINKING QUESTIONS
Can you make the numbers 1-10 using the Citiblocs blocks?
Can you write the numbers one – ten using the Citiblocs blocks?
What other things can you use to represent numbers (besides Citiblocs)?
How many ways do you know to represent numbers?
How many blocks would you need to make zero?
One
Two
Three
Four
Five…
MATH AND SCIENCE
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Methods of Measurement
1
+
OBJECTIVES

Students will compare standard vs. non-standard units of measurement

Students will estimate measurements
MATERIALS
20 blocks per group
Yard sticks / rulers
KEY CONCEPTS
Standard Units of Measurement
Non-Standard Units of Measurement
Estimation
PROCEDURE
Discuss with students the difference between a standard unit of measure
(inches, feet, yard etc) and non-standard unit of measure (something that is
uniform in size and availability). Have the students make estimations on their
height in Citiblocs and inches (or another standard unit of measurement). Have
them write it down. Divide the class into small groups of 2-3 students and pass
out 20 blocks to each group. Have one student lay down on the floor, while the
other student(s) measure using Citiblocs (by laying them end to end) and also
with rulers / yard sticks. Repeat the process until each student has been
measured.
CRITICAL THINKING QUESTIONS
Which unit of measurement was easier to use? Why?
Were your estimates larger or smaller than the measured quantities?
What other objects could you use as a unit of measure?
Why is it important to have a standard unit of measurement?
What other types of standard units of measurement do you know?
MATH AND SCIENCE 12
Counting on Citiblocs
Pre K
+
OBJECTIVES
Students will learn to count from 1-10 using Citiblocs as a manipulative
Students will learn basic operations- addition and subtraction
MATERIALS
10 blocks per student
KEY CONCEPTS
Number Recognition
Addition
Subtraction
PROCEDURE
Pass out 10 blocks to each student. Have the students count their blocks out
loud as a class. Ask students to demonstrate 3 blocks. Then 5, 8, and 10. How
many more do they need to make 15? 20? 30? For more advanced students,
lesson can be modified to practice specific tasks such as addition/subtraction
using Citiblocs as a manipulative.
CRITICAL THINKING QUESTIONS
How many blocks do you have?
On a piece of paper, write the numbers 1-10.
Circle the number that matches your blocks.
How many more blocks do you need to make 20?
MATH AND SCIENCE
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Citiblocs Comparisons
Grade
1+
OBJECTIVES
Students will compare and estimate quantities using Citiblocs constructions
KEY CONCEPTS
Estimation
Quantities
MATERIALS
Citiblocs
9 Index cards
PROCEDURE
Prior to class, label each of the index cards with one of the 9 categories:
On Edge- 50 blocks
On End- 50 blocks
Flat Side- 50 blocks
On Edge- 75 blocks
On End- 75 blocks
Flat Side- 75 blocks
On Edge- 100 blocks
On End- 100 blocks
Flat Side-100 blocks
Divide the class into 9 small groups and randomly distribute one card to each
group. Have each group collect the number of Citiblocs listed on their card,
taking care not to disclose the amount. Each group is to make a structure using
the described building technique and the number of blocks listed on their card.
Allow 10 -15 minutes for this. Lead the class in a group discussion, having them
compare and estimate quantities in each structure. Do not reveal the actual
quantities until all structures have been compared and estimated.
CRITICAL THINKING QUESTIONS
Which structures look like they have the most blocks? The fewest? The same?
How are the structures with the same quantity different?
How are structures with the same building technique different?
Is the tallest structure the one with the most planks?
Is the smallest structure the one with the fewest planks?
Flat Side
On Edge
On End
MATH AND SCIENCE
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Golden Proportions
Grade
1+
OBJECTIVES
Students will learn about proportions, ratios, and measurement
Students will identify ideal proportions in the real world
MATERIALS
30 blocks per student
KEY CONCEPTS
Proportions
Ratios
Golden Ratio
Measurement
PROCEDURE
Begin with a class discussion on ratios and proportions, using examples from
the real world (check out www.goldennumber.net for more information and
examples). Using Citiblocs demonstrate to the students the 1, 3, 5 and 15 ratio
between the 3 edges of the blocks (see diagram below). Students must then
use theblocks to build a house illustrating all of the discussed ratios.
CRITICAL THINKING QUESTIONS
What is a ratio?
Can you give real world examples of golden proportions?
What is the height of one Citibloc? Width? Thickness?
How many blocks tall are you? How many wide?
What is your ratio of height to width in Citiblocs?
MATH AND SCIENCE
15
Hip to Be Square
(and other shapes too)
Pre K
+
OBJECTIVES
Students will learn about different geometric shapes
Students will use manipulatives to create their own shapes
MATERIALS
10 blocks per student
KEY CONCEPTS
Proportions
Ratios
Golden Ratio
Measurement
PROCEDURE
Begin with a class discussion on basic geometric shapes- triangles, squares
and (for older kids) pentagons, hexagons etc…Pass out 10 blocks to each child
and have them create an example of each.
CRITICAL THINKING QUESTIONS
How many sides are in a square?
What do you call an object with 3 sides?
How many sides does a stop sign have?
Can you find examples of each shape in the classroom?
What shape does 1 Citibloc make?
MATH AND SCIENCE
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Discovering DNA
Grade
2+
OBJECTIVES
Students will learn about DNA
Students will use manipulatives to create their own DNA models
MATERIALS
30 blocks per student
KEY CONCEPTS
Genetics
Double Helix
PROCEDURE
Begin with a class discussion on basic genetics and DNA (what makes us
unique and individual) Allow students to explore library resources (or internet)
on DNA structure (or provide students with pre-prepared material). Using
Citiblocs have students create their own “double helix” spiral.
CRITICAL THINKING QUESTIONS
What is DNA?
Do all living things have DNA?
What is DNA used for?
Does everyone have the same DNA structure?
What shape is a double helix?
MATH AND SCIENCE
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Social Studies
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Leaning Tower
Grade
3+
OBJECTIVES
 Students learn about the Leaning Tower of Pisa
 Students will build their own freestanding leaning tower with Citiblocs
MATERIALS
200 blocks per group
KEY CONCEPTS
Building Methods
Problem Solving
Group Work
Center of Gravity
PROCEDURE
This activity can be split into 2 days (1 for research and planning, 1 for
execution) or can be condensed into 1 day by providing students with
appropriate research material beforehand)
 Begin with a brief class discussion on the history and mechanics of the
Leaning Tower of Pisa- be sure to include a discussion on center of gravity.
 Divide class into small groups (3-4 students is ideal) and distribute blocks.
 Have students experiment with creating their own freestanding leaning tower
 If necessary, distribute a copy of Appendix A – Leaning Tower Building
Instructions
CRITICAL THINKING QUESTIONS
How will you a freestanding tower that leans?
What difficulties did you encounter? Why?
Why does the Pisa tower lean? Why doesn’t it fall?
Are there any similarities between your tower and the others?
How could you build it better next time?
SOCIAL STUDIES
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CITIBLOCS Around the World
Grade
1+
OBJECTIVES
 Students will discover different monuments / building techniques around the
world
 Students will build the replicas of the monuments using Citiblocs
MATERIALS
200 blocks per group
KEY CONCEPTS
Building Methods
Problem Solving
Group Work
PROCEDURE
This activity can be split into 2 days (1 for research and planning, 1 for
execution) or can be condensed into 1 day by providing students with
appropriate research material beforehand)
 Begin with an introduction to various world monuments to activate prior
knowledge ( For example: Eiffel Tower, Leaning Tower, Washington
Monument, Pyramids, Great Wall of China)
 Divide class into groups, each group assigned to a different monument
 Have the students research their monument (internet / library resources)
 Using Citiblocs, have each group recreate their monument, paying careful
attention to any particular building techniques/methods from the original
 Have each group present their monument to the class, identifying any unique
building characteristics / methods
 Use the below questions to facilitate a discussion
CRITICAL THINKING QUESTIONS
What makes your monument unique?
What special building techniques were used?
What difficulties did the people who built the original monument have to
overcome? What difficulties did you have to overcome?
Are there any similarities between your monument and the others?
How could you build it better next time?
SOCIAL STUDIES
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Art and Architecture
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CITIBLOCS Bridges
Grade
3+
OBJECTIVES
 Students will build a bridge that spans a 1 foot distance using Citiblocs
 Students will learn about suspension, cantilevers, arches, counter balance
MATERIALS
200 blocks per group
KEY CONCEPTS
Building Methods
Problem Solving
Group Work
PROCEDURE
 Begin with a discussion on bridges and different building techniques
 Provide students with examples of suspension, cantilever, arches
 Divide students into small groups (2-4 is ideal)- each group gets 200 blocks
 Students must make a bridge that spans at least 1’ – an 8.5 x 11 piece of
paper positioned lengthwise can serve as a standardized spacer- students
can decorate this sheet with rivers, oceans, mountains etc.
 Allow students sufficient time to explore and experiment (20-30 min)
 Use the below questions to facilitate a discussion
CRITICAL THINKING QUESTIONS
What are the different ways to create a bridge?
What were the challenges that you had to overcome?
Is your solution similar or different to others? Why? How?
Describe any successes/difficulties that you had.
How could you build it better next time?
EXTENSION
 Have students build a bridge with only two blocks touching the ground- that is
strong enough to stand on.
ART AND ARCHITECTURE
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CITIBLOCS Towers
OBJECTIVES
 Students will discover different ways to build towers using Citiblocs
Grade
1+
 Students will build their own towers using a minimum of 3 building styles
MATERIALS
200 blocks per group
KEY CONCEPTS
Building Methods
Problem Solving
Group Work
PROCEDURE
 Begin with a discussion on towers and building
 Ask students to describe at least 3 different ways to build with Citiblocs
 Divide students into small groups (2-4 is ideal)- each group gets 200 blocks
 Students must make a tower using at least 3 different building techniques
 Allow students sufficient time to explore and experiment (20-30 min)
 Use the below questions to facilitate a discussion
CRITICAL THINKING QUESTIONS
What are the different ways to build a tower?
What were the challenges that you had to overcome?
Is your solution similar or different to others? Why? How?
Describe any successes/difficulties that you had.
How could you build it better next time?
How could you make a tower as tall as you? As your teacher? The room?
EXTENSION
 Have students build a tower that stands on only 1 block
 Have students build a tower in a triangular pattern
ART AND ARCHITECTURE
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Timed Towers
OBJECTIVES
 Students will discover different ways of building towers using Citiblocs
Grade
1+
 Students will build their own towers under a time constraint and material
limitation
MATERIALS
50 blocks per student
KEY CONCEPTS
Building Methods
Problem Solving
Fine Motor Skills
PROCEDURE
 Begin with a discussion on towers and building
 Have each student count out 50 Citiblocs
 Working individually students must create the tallest tower possible with 50
blocks in a 5 minute period (lesson can be altered to include more or less
blocks/time and or group work)
 Exercise may be repeated
 Follow up with discussion questions
CRITICAL THINKING QUESTIONS
What are the different ways to build a tower?
What were the challenges that you had to overcome?
Is your tower similar or different to others? Why? How?
Describe any successes/difficulties that you had.
How could you build it better next time?
EXTENSION
 Have students use more or less blocks
ART AND ARCHITECTURE
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Big Apple
Grade
1+
OBJECTIVES
Students will work in groups to construct tower capable of bearing weight
Students will explore different design and construction techniques
MATERIALS
100 blocks per group
Apples or tennis balls etc
KEY CONCEPTS
Group work
Problem solving
Logical reasoning
Building techniques
PROCEDURE
Working in small groups students must create the tallest tower possible that
supports an apple (or other round object) on top using only 100 blocks.
Encourage students to use a variety of building techniques. Time can be limited
to provide additional challenge. Measure from the base of the tower to the
highest point on the tower, not including the apple.
CRITICAL THINKING QUESTIONS
What challenges did you encounter?
Do any of your neighbor’s towers look the same?
What is the most common building technique? Why?
What problems did you encounter?
How many different building techniques did you use?
How strong/stable is your tower? Could it hold a watermelon?
How could you make your tower taller?
ART AND ARCHITECTURE
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Activities
26
Copy Cat
Grade
K+
OBJECTIVES
 Students will recreate Citiblocs structures from memory
MATERIALS
20 blocks per student
KEY CONCEPTS
Memory
Spatial Orientation
Fine Motor Skills
PROCEDURE
 Teacher- using a small set (10-20) of Citiblocs, create a model out of view
from the students (behind a large book or divider).
 Count the number of blocks used and tell the students to count out the same
amount.
 Reveal the sculpture to the class for 10 – 15 seconds and then recover
 The students then try to copy the teachers sculpture from memory using the
same number of blocks.
 Can be repeated with different structures.
CRITICAL THINKING QUESTIONS
Was it difficult to remember the model?
Did you try to remember every piece or the general shape?
How is your structure different than the original?
Are there any tricks you can use to help remember?
EXTENSION
 Have students work in pairs or small groups and take turns making their own
structures
ACTIVITIES
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Tooth Ache
Grade
K+
OBJECTIVES
 Students will use their creativity to find solutions to the following problem:
A giraffe has a tooth ache and needs to see the dentist.
However, the giraffe is too tall for the dentist to reach.
Find a way for the dentist to reach the giraffe.
MATERIALS
100 blocks per group
KEY CONCEPTS
Creativity
Problem Solving
Logical Reasoning
PROCEDURE

Using Citiblocs students must create a way for the dentist to reach the top of
the giraffe.
CRITICAL THINKING QUESTIONS
How can you help the dentist fix the giraffe’s tooth ache?
What type of structure would best help the dentist?
How tall is your structure?
Is your building sturdy or does it wobble?
ACTIVITIES
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APPENDIX A
HOW TO BUILD A LEANING TOWER
There is more than one way to build a leaning tower. Below are some
instructions on how to build a base to make your tower lean.
1. Make 3 rows of Citiblocs blocks as illustrated below:
2. Cover the rows with a “floor”.
This will be the base upon which you will build your leaning tower.
3. Build your tower.
Since the “floor” is not level it is necessary to build in the direction of the slope.
In the picture below notice how all of the pieces are facing the same direction.
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Share with us! We are always eager to hear how you use Citiblocs in the
classroom. Send us your stories so we can share with others!
Have some great photos? Send them to us as well and we will post them
online- with parental permission of course.
Questions? Comments? Feel free to contact us any time:
Citiblocs
PO Box 8315
Tampa, FL 33674-8315
[email protected]
813.769.9462
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