Chapter X – Spatial Relations in Mathematics
Table of Contents:
- 1. What is on Top and What is on the Bottom?
- 2. Above, Below, Beside – Block Maze
- 3. Who is Closer, Who is Further?
- 4. In Front and Behind – Block Train
- 5. Inside – Block Fence
- 6. Path Across Platforms
- 7. Where is the Gear? – Character Game
- 8. Position and Movement – Programming the Robot
- 9. Block Obstacle Course
- 10. Where is the Block? – Guessing Game
- 11. Right – Left – Center
- 12. Position and Shape – Are They the Same?
- 13. Building the World Around Us
Spatial Relations in Mathematics
Understanding spatial relations is the foundation for many mathematical, linguistic, and logical skills. It is through these skills that a child can recognize where something is located, in which direction it moves, how to arrange objects relative to each other, and how to describe the world around them.
In this chapter, children learn through action and play how to recognize and describe the position of objects relative to one another, using concepts such as: above, below, beside, between, in front, behind, to the left, to the right, inside, outside, closer, and further. All of this happens in a friendly and active way – using Korbo blocks, which can be arranged, moved, and used to build bridges, towers, mazes, and entire three-dimensional worlds.
During these activities, children manipulate elements such as gears, cylinders, platforms, and connectors, learning not only spatial orientation but also developing speech, hand-eye coordination, concentration, and spatial imagination. They create miniature scenes, replicate arrangements, and give each other instructions – thereby learning precise thinking and communication.
The activities in this chapter prepare children for learning geometry, coding, as well as understanding maps, diagrams, directions, and logical structures. This is mathematics immersed in movement, language, and construction – engaging the child’s whole body and mind.
After completing the tasks in this chapter, the child:
Recognizes and correctly uses terms describing object positions, such as: above, below, beside, in front, behind, to the left, to the right, between, inside, outside.
Reproduces spatial arrangements by placing blocks according to verbal instructions or visual patterns.
Creates their own constructions considering spatial relations between elements (e.g., “bridge over the river,” “block behind the tower”).
Moves according to given directions, e.g., “take two steps to the right, then forward.”
Describes the location of objects using correct spatial vocabulary.
Plans and describes routes or layouts of elements in space (e.g., robot path, obstacle course arrangement).
Compares the positions of objects, e.g., “This block is further than that one,” “This gear is closer to the platform than the cylinder.”
Follows instructions containing complex spatial relations, e.g., “Place the blue cylinder behind the red gear, under the yellow gear.”
Builds three-dimensional constructions with Korbo elements that reflect knowledge of directions, relations, and positions (e.g., gear machines, towers, tunnels, houses).
Collaborates with peers on spatial tasks, e.g., giving verbal instructions, replicating a partner’s arrangement.
1. What is on Top and What is on the Bottom?
Objective: Recognizing the vertical position of elements (top/bottom).
Required materials: Korbo elements.
Activity procedure:
The child builds a construction using various elements.
The teacher asks: “What is on top?”, “What is underneath?”, “What color is the block that is above, for example, the yellow gear?”
Additional challenges:
Swap positions: the child moves elements from the bottom to the top.
2. Above, Below, Beside – Block Maze
Objective: Developing spatial vocabulary (above, below, beside).
Required materials: Two platforms connected horizontally, gears, cylinders.
Activity procedure:
The teacher says: “Place the blue gear on top, in the first position on the left, place the green cylinder beside it… etc.” Children follow the instructions to complete the task.
Additional challenges:
The child creates instructions for a peer.
Puzzle with closed eyes (verbal instructions only, without looking; the child feels the elements – instead of mentioning colors, say “place a cylinder, a gear…”).
3. Who is Closer, Who is Further?
Objective: Developing the ability to determine distance.
Required materials: Gears, platforms, connectors.
Activity procedure:
On the platform, children place blocks at various distances from the “house” (e.g., a tower made of several blocks). They then describe the positions of the blocks, for example: “This block is closer,” “That one is further away.”
Additional challenges:
Measure distances using connectors (“This block is 2 connectors away”).
4. In Front and Behind – Block Train
Objective: Understanding the concepts of “in front,” “behind,” and “in the middle.”
Required materials: Gears as train cars, platforms as the track.
Activity procedure:
Children build a train according to instructions. They then answer questions such as: “Which block is in front of the red one?”, “Which is behind the yellow one?”, “Which block is in the second position behind the third yellow block?”
Additional challenges:
Rearrange the train cars according to the teacher’s instructions.
5. Inside – Block Fence
Objective: Understanding the concepts of “inside” and “outside.”
Required materials: Cylinders as fence posts, platforms, gears as “animals.”
Activity procedure:
The child builds a fence with cylinders and places the “animals” inside.
They describe: “The blue gear is inside,” “The red gear is outside.”
Additional challenges:
Move elements into or out of the fenced area.
Fence with a gate – create a movable opening and closing mechanism using gears, cross connectors, and cylinders.
6. Path Across Platforms
Objective: Moving along a designated path – understanding spatial directions.
Required materials: Platforms as a map (e.g., 8 connected platforms per pair of children), gears as markers, block figures, animal figures.
Activity procedure:
The child arranges a path using the platforms and moves along it with a finger or figure.
The teacher gives instructions: “Go left, place the red gear here, then move forward three steps (pegs), place the blue cylinder here, turn right…”
Additional challenges:
The child designs the path and gives instructions to a peer.
Variant: a path with restrictions (e.g., “do not go right”).
7. Where is the Gear? – Character Game
Objective: Determining position relative to objects.
Required materials: A figure or small block as a character, gears, cylinders, platforms.
Activity procedure:
Create a large board with platforms and place gears, cylinders, and constructions on it. Then, the child positions the figure in various locations according to instructions, e.g., “On the platform,” “Between two cylinders,” “Behind the gear,” or “Find the yellow gear with a green cylinder on top – place the figure on the green cylinder.”
Additional challenges:
Positioning based on a peer’s instructions.
Finding a hidden “Gear” – e.g., “Place the figure on a gear that is not blue, has a red gear to the left and a yellow gear to the right, with a cylinder above that gear.”
8. Position and Movement – Programming the Robot
Objective: Developing the ability to track position and direction.
Required materials: Platforms as a board, gears as markers, cylinders as obstacles.
Activity procedure:
The child “programs the robot” (using a finger or a figure), e.g.: “Start at the top-left square. Move two squares to the left and one square down, place the green gear in this spot.”
Additional challenges:
The child creates a “movement code” for a peer.
Introduce symbols: arrows to indicate directions, e.g., two arrows pointing down, then one arrow pointing left, followed by a green gear as an instruction (place the green gear in this spot).
9. Block Obstacle Course
Objective: Moving relative to objects in space (above, below, between, around).
Required materials: Cylinders as obstacles, platforms as the “ground,” gears as route markers.
Activity procedure:
The child guides a figure through the course: “Go between the cylinders, pass under the bridge made of a platform, step onto the red gear.”
Additional challenges:
Change the order of the route.
10. Where is the Block? – Guessing Game
Objective: Describing spatial relationships using words.
Required materials: Various Korbo blocks arranged on a platform.
Activity procedure:
One child describes a block without showing it: “It is to the left of the red gear, next to the green cylinder.” The rest of the group guesses which block is being described.
11. Right – Left – Center
Objective: Developing directional orientation (left/right).
Required materials: Four platforms as a base for each student, gears, cylinders.
Activity procedure:
The teacher gives a command, and the child places the pieces only after listening to the entire instruction, e.g.: “Place the red gear in the second row, in the second position from the left. Place the green cylinder to the left of this gear and the yellow gear to the right.”
12. Position and Shape – Are They the Same?
Objective: Distinguishing positions and identifying differences.
Required materials: Two block arrangements.
Activity procedure:
The teacher builds two similar block arrangements with small differences. The child compares the two and describes what is different: “This gear is on the left in one arrangement, and on the right in the other.”
Additional challenges:
Task: “Find three differences.”
Variant: One child changes the arrangement, and the other must identify the changes.
13. Building the World Around Us
Objective: Designing a space using elements of spatial orientation.
Required materials: All types of blocks, large platform base.
Activity procedure:
Children build a city where elements are placed in specific locations according to the teacher’s instructions, e.g.: “Build a river on the left side using platforms and a bridge above it. On the right side of the bridge, build a tall tower, and in front of this tower, create a playground with a carousel.”