Visual Sense: Dimension

Cylinder Blocks
Materials Four wooden blocks each containing 10 cylinders with knobs.
Each cylinder fits into a corresponding hole. The 4 sets of
cylinders show all the differences in dimension that exists in
objects.(Materialized abstractions)

Block 1: The height of the cylinders is the same, the diameters

increase from thin to thick. This set shows differences in 2
dimensions only: width and breadth.

Block 2: Beginning with the smallest the cylinders increase in all

3 dimensions: width, breadth and height.

Block 3: The difference here is also in 3 dimensions: the thickest

is the shortest while the tallest is the thinnest. They increase in
height while decreasing in diameter.

Block 4: The cylinders all have the same diameter (width and
breadth) and increase in height only.

Purposes • Development of visual sense for discrimination of dimension

• Indirect preparation for writing.
• Indirect refinement of the voluntary movement.
(Child will be able to fit cylinders with one precise movement)
• Indirect preparation for Mathematics

Age 3 - 3.5

Presentation 1. Invite child to activity.

2. Have child retrieve a floor mat or table mat, as appropriate.
3. Ask child to pick a space for the lesson.
4. Go to space and unfurl rug.
5. Go to cylinder block shelf & name activity.
6. Show child how to pick up and carry a cylinder block set.
7. Remove smallest of cylinders from chambers of block x (where
x = a cylinder block set, usually A to D*,
placing in front of child (at bottom of rug).
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Cylinder Blocks

8. Remove largest of cylinders from block x, place in front

9. Pause, allowing child opportunity to recognize size differential.
10. Remove other pieces randomly until all are out of frame,
setting pieces in front of block set as you go.
11. Replace pieces by taking biggest block and show its size
relative to hole in block set.
12. Make a circle around the ridge of block with two fingers.
13. Make another circle around inside ridge of empty chamber.
14. Set block into chamber, showing a matching pair (grip!)
15. Repeat steps 8-11 for remaining blocks, descending to smallest.
16. Allow child to take over once pattern is absorbed.
17. Invite child to continue using cylinder blocks if they wish.
18. If so, fade and observe, return when cycle is complete.
19. Clean up by placing all blocks back into chambers, then
carrying box back to shelf
*order: A: increasing in thickness with uniform height
B: increasing in height & diameter with uniform thickness
C & D: See below

Following Exercises Two Cylinder Blocks – after a child has worked with all of them
1. Invite an individual child. “I’d like to show you something else
you can do with the cylinder blocks.”
2. Invite child to choose any two blocks and bring them to table.
3. Position the blocks in an inverted V set-up.
4. Invite child to help scatter all 20 cylinders between blocks.
5. Pick up cylinders, use mental analysis to find matching cavities.
6. Repeat with two or three more, then invite child to participate.
7. Work together to finish placing all the cylinders.
8. Invite the child to do the same with any two blocks.
9. Encourage child to do this alone at first. After, she may work
with a friend. Model how to handle two people working together.
Note: there are 6 block combinations: AB, AC, AD, BC, BD, CD

Three Cylinder Blocks

Repeat above process, adding a 3rd block to form a triangle.
Remove all 30 cylinders and replace them.

Four Cylinder Blocks

Repeat above processes, adding 4th block to form a square.
Remove all 40 cylinders and replace them.

NOTE: when forming square, there will be 11 cylinders per side;

any other formation results in a rectangle… so the 1st cylinder is
placed horizontally; the 2nd vertically on either side (let’s say the
right, adding the “11th cylinder” to horizontal row. 3rd block is
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Cylinder Blocks

again horizontal along bottom, adding an “11th” to that row; then,

fourth fills in space on left, with its 11th being 1st cylinder of the
first block. Order does NOT matter; but DO make a square.

Language Block 1:Thick - Thin: Comparatives, Superlatives

Block 2: Large - Small: Comparatives, Superlatives
Block 3: No language given
Block 4: Tall - Short: Comparatives, Superlatives (for cylinders)
Deep – Shallow: Comparatives, Superlatives (for cavities)

Language is given in the form of a three period lesson.

Memory Games Distance Matching/Open-ended

1. Invite 2-3 children for a game with the cylinder blocks.
Note: Introduce to 2. Ask a child by name to choose a block and bring it to the table.
small groups after 3. Introduce the carrying tray and the indicator stick.
mastering basic work 4. Invite a child by name to scatter the cylinders on the tray.
with cylinder blocks 5. With all the children, take the tray to a distant part of the room.
(& exercises). 6. Return to the cylinder block.
7. Place indicator stick inside one cavity and say, “I’m going to try
Purpose is to extend and find the cylinder that fits into this cavity.”
use of material, to 8. Study the cavity.
assist children in the 9. Lead children enthusiastically to distant tray and study cylinders.
development of 10. Choose cylinder, return to table, remove indicator stick, and
memory and to see if the cylinder fits.
provide opportunities 11. If it fits, go with the children and return the cylinder to the tray.
for social interaction. If it doesn’t fit, return the cylinder and try again, having replaced
the indicator stick in the same cavity.
12. Once successful, put the indicator stick in another cavity and
invite one of the children by name to study it.
13. Go together to the tray and let the child choose the cylinder.
14. Back at the cylinder block, remove the indicator stick. The
child places the cylinder in the cavity and then returns it to the tray.
15. Make sure each child has a turn.
16. When the children are done, show them how to end the game
as in closed-ended version.

Distance Matching/Closed-Ended
Play this game the same as the open-ended version, except leave
the matched cylinder in the block. When all the cylinders are in the
block, invite the children to play again.

Distance Matching/Variation: Scatter in the Environment

1. Invite a child to remove the cylinders and place them on the tray.
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Cylinder Blocks

2. Scatter the cylinders in the environment (perhaps limited to a

particular area). Tell the children not to hide the cylinders or place
them on any work, used or unused, respecting the work of others.
3. Play the closed-ended game choosing the cylinders scattered in
the environment.

Distance Grading/Closed-Ended
1. Invite a child to choose a cylinder block and bring it to the table.
2. Invite the child to scatter the cylinders on the table.
3. Place the block in another part of the room.
4. Come back to the table. Sit with the child to your left.
5. “Watch what I do.”
6. Using mental analysis, choose one of the extremes.
7. Place this cylinder to the left and in front of the child.
8. Find the next cylinder and place it to the right of the first.
9. Continue grading from left to right.
10. Bring the block back and set it behind the cylinders.
11. Put cylinders into cavities and invite the child to check them.
12. Invite the child to repeat, using the same block or another.
Note: to increase the challenge, use more than one block at a time.

Stereognostic Game
(presented after the stereognostic activities have been presented)
1. Invite an individual child for a game.
2. Ask child to choose a cylinder block, scatter them on a table.
3. Explain that in this game, we replace cylinders without looking.
4. Introduce the blindfold if necessary.
5. Put on the blindfold with the tissue inside.
6. Feel carefully and choose a cylinder.
7. Feel dimensions of the cylinder with both hands.
8. Feel the block and find the corresponding cavity.
9. Continue in the same manner until all cylinders are replaced.
10. Invite the child to repeat.
Note: to increase the challenge, use more than one block.

Control of Error Mechanical – one cylinder is left that does not fit

Pedagogical Notes The first block presented is Block 1, since the control of error is
the most obvious and the cylinders cannot disappear into a hole.
Later, the child may work either with Block 2 or 3. Block 4 comes
last. As the diameter is constant, the child has to compare the
height of the cylinders with the depth of the holes requiring a
certain amount of preparation.
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Cylinder Blocks

Neinhuis and Gonzagareddi have holes in the bottom of the block.

The hole on the bottom releases suction from drawing cylinder.
The wood is unfinished so blocks fit nicely. If a cylinder gets wet,
it needs to dry 100% before it is used again to fit back in the hole.