Chapter X
Games and Puzzles Supporting Mathematics Education
Why is it worth using games and puzzles in mathematics lessons?
Mathematical games and puzzles make it possible to practice counting, coding, and logical thinking in a situation that is attractive and understandable for pupils. A child not only writes down a result, but plans moves, compares strategies, cooperates in a team, and checks whether an accepted rule works. This is an important complement to earlier chapters: the value of a number, a coordinate grid, and operations appear here in concrete play.
Korbo blocks make it possible to build a board, tokens, and “codes” from colors and shapes. Pupils arrange sudoku, read sequences, follow a route on a mat, play battleships or variants of tic-tac-toe. Along the way they consolidate automatic recall of operations, precision, and patience — without separating mathematics from movement and constructing.
After completing the tasks in this chapter, the pupil:
- Solves simple logic puzzles (sudoku, arrangements without repeats).
- Reads and creates number codes from blocks with assigned values.
- Carries out a sequence of operations according to an established rule (e.g. a number machine).
- Plans a route on a mat and on a coordinate grid, avoiding or visiting indicated points.
- Uses a coordinate grid in games (e.g. Korbo battleships, hidden tic-tac-toe).
- Cooperates in a pair and in a group, following the rules of the game.
- Compares strategies and variants of the same activity (changing the size of the board, values, order).
Block Sudoku 3×3
Learning goal
Developing logical thinking and planning.
Needed elements
- Four gears in each of 4 colors
- Four platforms arranged into a larger platform (2×2)
How it goes
We build a 2×2 grid from platforms. The child's task is to place one gear on each space in such a way that in no row or column does a color repeat.
To carry out the task, prepared SUDOKU worksheets can be used, with different variants of arranging the first three / four gears.
Variants
A 6×6 version with 6 colors.
Adding other pieces, e.g. joining cylinders and gears, or arranging gear + cylinder pieces in different color configurations (e.g. red gears and different colors of cylinders).
Number Machine
Learning goal
Strengthening automatic recall of mathematical operations.
Needed elements
- Gears or cylinders
- Platforms (4 per pair/group) arranged in a line
How it goes
We assign operations to colors:
● red gear = add 5
● blue gear = subtract 2
● yellow gear = add 7
● green gear = subtract 4
Then we build a “machine” from gears — each of them is responsible for a given operation, e.g.: add 5, subtract 2. Pupils put in a number (e.g. 10) and go through the successive gears, calculating the final result.
Variants
- changing the order of operations
- building a tower of gears in the machine (e.g. a red-blue tower will mean: add 5, but subtract 3, which in the end gives add 2)
Block Number Code
Learning goal
Developing coding and understanding of numerical values.
Needed elements
Blocks as symbols (e.g. blue cylinder = 2, yellow gear = 5).
How it goes
Pupils draw a sequence of blocks and must “decode” it — give the total value.
Variants
Children arrange their own “codes”.
Introducing a “password” (e.g. “make a code that gives 17”).
Quick Calculator
Learning goal
Consolidating fast counting.
Needed elements
- Blocks
- A stopwatch
- A score card
How it goes
The teacher writes values for particular pieces (they may be different for colors and different for types of pieces), e.g.:
● yellow gear = 7
● yellow cylinder = 5
● red gear = 4
● cross connector = 3
In a given time (e.g. 1 minute) the pupil must arrange as many constructions as possible of a given value (e.g. 23, 15, 48).
Variants
- a team version
- a relay: the first pupil creates a construction; when they finish — the next one creates a construction, BUT the construction may not be the same (or made from the same pieces)
Blocks and So Many Possibilities
Learning goal
Developing analytical and logical thinking.
Needed elements
- Gears
- Platforms
How it goes
In how many different ways can four blocks in four different colors be arranged on a platform?
This question may seem simple, but it is an excellent challenge for children, especially if we take into account that the platform may not be turned (that is, e.g., the holes are always at the bottom and on the right). Solving this task requires attention — no configuration may be repeated.
Coding a Route from Point A to B
Learning goal
Developing logical and analytical thinking.
Needed elements
- Platforms
- Korbo blocks, gears
- A coordinate grid (e.g. from the Korbo STEAM set)
How it goes
The teacher divides the children into four teams and assigns each team 25 platforms. From the platforms the children build a 5×5 mat; at the top they place a coordinate grid with letters, on the left side with digits. Then as a group they build four towers from gears, cylinders, and connectors, of different heights. They place the towers in different places on the platform so that they do not touch one another. With a green gear with a blue crank they mark the start space, with a blue one with a yellow crank — the finish space.
The task of each team is to choose the shortest path from start to finish that:
A) will avoid all the towers
B) will avoid only those towers that are indicated to be avoided
C) will go through the tallest tower
D) will go through all the towers
Note:
Avoids a tower — this means that when we turn our route, the tower does not move.
Goes through a tower — when we turn the route, the tower moves.
Pupils arrange a route from point A to B using gears of one color in such a way that one or two people arrange the gears, and the others say (they may not point) the point on the coordinate grid on which the next gear should be placed.
Variants
- Pupils move the towers to different places.
- Pupils look for a route from point A to B in such a way that it will, e.g., run through exactly 12 spaces.
Korbo Battleships
Learning goal
Practicing a coordinate grid and strategy in a team game.
Needed elements
- Gears (e.g. 2 of each of 4 colors per team)
- A 4×4 mat (four platforms joined into a square)
How it goes
Two teams (or a pair) take part in the game. Both teams have the same set of gears and a 4×4 mat. Each team places gears anywhere on the mat. Then the teams take turns guessing on which spaces a gear of a particular color is located (e.g. C4 green). If a team hits, they take the opponent's gear. The winner is the team that collects more gears during the game.
Five in a Row
Learning goal
Be the first to arrange 5 of your pieces (cylinders or gears) in one line — vertically, horizontally, or diagonally.
Needed elements
- A 6×6 board (3×3 platforms) or larger — built from platforms
- Two colors of cylinders (e.g. red vs blue) — each player has their own color
- Cylinders vs gears can also be used as the players' symbols
How it goes
Players take turns placing one of their blocks on a free space of the board. The aim is to set 5 blocks in one line — horizontally, vertically, or diagonally.
The game ends when:
● one of the players arranges 5 of their blocks in a line — they win,
● the whole board is filled — a draw.
Variants
Each piece (cylinder) has an assigned value.
Instead of arranging 5 identical blocks, the player must reach a given sum, e.g. 45.
Hidden Tic-Tac-Toe
Learning goal
Developing analytical and logical thinking.
Needed elements
- Gears
- Platforms
How it goes
An activity for groups of three. First the team arranges a 2×2 mat from four platforms. Then two people choose their colors of gears (e.g. player A blue — “circle”, player B green — “cross”). They place them on the left and right side of the platform.
Then they stand in front of the platform next to each other and together they establish a coordinate grid (e.g. the top columns are A, B, C, and so on, and the rows from the top are 1, 2, 3, 4), and both turn their backs, that is, with their backs to the platform. Their task is to say in which places player C is to insert a gear in the given player's color, e.g.:
● player A says: A1, player C then arranges a blue gear in space A1,
● player B says: B2, player C arranges a green gear in space B2.
The winner is the person who, without looking, arranges three of their own gears in one horizontal, vertical, or diagonal line.