Chapter VIII – Value Encoding and Money Calculations
In early primary education, children learn the value of a number not only as a symbol written as a digit, but also as something concrete—something that can be counted, compared, exchanged, built, or encoded. Understanding numerical value in a practical context is the foundation of fluent calculation, logical thinking, and introducing children to the world of mathematics and programming.
The chapter “Value Encoding” is based on the idea that each element can be assigned a specific numerical value, and that numbers can then be built from these elements, read from a construction, compared with others, or even used to perform mathematical operations on sets of blocks. In this way, students learn the decimal positional system and understand the meaning of mathematical operations through hands-on experience rather than symbolic notation alone.
Korbo blocks are an excellent tool for learning value encoding:
different elements can represent units, tens, and hundreds (for example a gear = 1, a cylinder = 10, a platform = 100),
block constructions allow children to build numbers physically and understand them more deeply,
activities involving comparison, reading, and encoding values develop algorithmic thinking and introduce early programming skills.
The activities in this chapter teach not only mathematics, but also precision, planning, strategic thinking, and cooperation.
After completing the tasks in this chapter, the student:
understands the concept of numerical value and can assign a numerical value to a concrete object (for example gear = 1, cylinder = 10),
builds numbers using blocks with assigned values (for example 2 cylinders and 3 gears = 23),
reads numerical values from completed block constructions,
compares the values of different constructions using the symbols <, >, =,
converts numbers into corresponding sets of blocks in different combinations (for example 100 = 1 platform or 10 cylinders),
applies the decimal system in practical situations (for example 3 blue gears and 2 green gears = 32),
creates different block constructions with the same value, understanding the idea of numerical equivalence,
solves word problems using value encoding,
creates and reads simple “number codes” using blocks, introducing the foundations of computational thinking,
works in a team to solve logical and encoding tasks, using constructions as a form of representation.
1. Encode the Number
Objective:
Assigning numerical values to blocks and representing numbers.
Materials needed:
Korbo blocks
Introduction:
The teacher assigns numerical values to individual elements, for example:
gear = 1, cylinder = 10, platform = 100.
Procedure:
The teacher gives a number, for example 134. Students build a construction using 1 platform, 3 cylinders, and 4 gears.
Variants:
Students draw a number from cards and encode it using blocks.
Decoding values: the teacher builds a block construction (for example 2 platforms, 4 cylinders, 6 gears). Students read its value as 246.
Peer activity: students create constructions for their classmates, who then read and decode the number.
2. Encoded Decimal System
Objective:
Understanding the value of units, tens, and hundreds in three-digit numbers.
Materials needed:
Korbo gear wheels, two platforms per pair, group, or individual (depending on how the class is divided).
Procedure:
The teacher assigns values to the colors of the gear wheels, for example:
Green = 100
Blue = 10
Yellow = 1
Next, the teacher explains that, for example, two green gears stacked in a tower represent 200. Then students are asked to build the value 321 on a platform using gear wheels (on the far right there will be one yellow gear, to its left two blue gears, and to the left of the blue gears three green gears).
The teacher then creates challenges for the children.
Example challenge:
Build a number in which the hundreds digit is less than 3, the tens digit is less than 4, and the ones digit is greater than 6.
Variants:
Children create challenges for one another.
3. The Block Safe
Objective:
Creating numerical codes and logical arrangements.
Materials needed:
KORBO blocks
Procedure:
The teacher assigns values to the colors of the gear wheels, for example:
Green = 100
Blue = 10
Yellow = 1
The teacher informs the students that a special safe code has been created. To decode it, the blocks must be arranged in the correct configuration. At the same time, the teacher writes the code on a piece of paper and keeps it hidden from the students.
Next, the teacher explains that the code consists of three digits, for example 4, 2, and 5.
Students must “open the safe” by building the correct combination of values (for example by arranging values on a platform, similarly to the previous task: 425, 245, 452, 254, 542, or 524).
🚀 Variants:
Extending the code by adding an extra fourth position (for example red gear wheels).
4. Monetary Values
Objective:
Converting monetary values into block arrangements and reading values from block constructions.
Materials needed:
Blocks used as symbols
Procedure:
The teacher prepares a value chart on the board, assigning monetary values to individual elements, for example:
Cylinders
yellow = 1 grosz
red = 2 grosze
green = 5 groszy
Gear wheels
yellow = 10 groszy
red = 20 groszy
green = 50 groszy
Platforms
yellow = 10 PLN
grey = 20 PLN
green = 50 PLN
Next, the teacher asks the students to build a construction with a total value of 12 PLN.
Variants:
Students create values without using gear wheels, or for example without using elements of a selected color (such as green).
5. Building a Value Bank
Objective:
Calculating and comparing the values of different sets.
Materials needed:
All types of blocks, cards with assigned “price” values.
Procedure:
Students receive an account with a starting value (for example 250). Their task is to use this amount to build, for example, three independent constructions.
Variants:
Game version: who can spend the entire amount by completing the task within a set time.
Calculating change: for example, “I built a construction worth 187. How much do I have left?”
6. Construction for a Task
Objective:
Using value encoding in word problems.
Materials needed:
Blocks, task cards with written instructions (for example: “Build a vehicle worth 142”).
Procedure:
The teacher prepares a value chart on the board, assigning prices to individual elements, for example:
platform = 50 PLN, gear wheel = 15 PLN, cross connector = 1 PLN, cylinder = 5 PLN, tire = 4 PLN, etc.
The child reads the instruction and builds a construction whose total value matches the task description.
Variants:
Creating their own tasks by the students
Adding constraints such as: “you may not use more than two platforms”
Example task cards:
Build a vehicle worth 142 PLN, build a flower worth 220 PLN, build a windmill worth 500 PLN, etc.
7. Block Comparisons
Objective:
Comparing the values of different sets and recording them symbolically.
Materials needed:
Korbo blocks
Procedure:
The teacher prepares a value chart on the board, assigning prices to individual elements, for example:
platform = 50 PLN, gear wheel = 15 PLN, cross connector = 1 PLN, cylinder = 5 PLN, tire = 4 PLN, etc.
Each student is asked to take 15 random elements. Then the student builds two constructions and writes a comparison, for example:
“Construction A (145) > Construction B (123)”.
Variants:
Children arrange their constructions in increasing or decreasing order
Using only one color of blocks in each construction
8. Who Encodes Faster?
Objective:
Automating the assignment of values to blocks.
Materials needed:
Sets of blocks, cards with numbers
Procedure:
The teacher prepares a value chart on the board, assigning prices to individual elements, for example:
platform = 50 PLN, gear wheel = 15 PLN, cross connector = 1 PLN, cylinder = 5 PLN, tire = 4 PLN, etc.
Team game: the teacher writes a number on the board (for example 417), and the children must work together as quickly as possible to build a construction with that value.
Variants:
Adding extra conditions, for example: the construction must include at least five moving elements
9. Reverse Block Mathematics
Objective:
Creating different sets with the same value.
Materials needed:
All Korbo elements
Procedure:
The teacher prepares a value chart on the board, assigning prices to individual elements, for example:
platform = 50 PLN, gear wheel = 15 PLN, cross connector = 1 PLN, cylinder = 5 PLN, tire = 4 PLN, etc.
Task:
“Build three different constructions that all have a value of 120.”
Variants:
Task with a restriction on using platforms
Adding extra conditions, for example: the construction includes four moving elements
10. Convert It in a Different Way
Objective:
Creating equivalent constructions with the same value.
Materials needed:
All types of blocks
Procedure:
The teacher prepares a value chart on the board, assigning prices to individual elements, for example:
platform = 50 PLN, gear wheel = 15 PLN, cross connector = 1 PLN, cylinder = 5 PLN, tire = 4 PLN, etc.
The teacher builds a construction and asks the students to recreate it and calculate its value. Next, the teacher asks the students to remove one element (for example a platform) and create a different combination that results in the same total value (for example replacing the platform with four gear wheels and one cylinder).
Variants:
Working together to find as many different combinations of the same value as possible