The purpose of this activity is to learn Stage 1 of the Geoblocks center. Students have free exploration time with geoblocks. As students explore, observe whether they sort or count the geoblocks or use geometric language to describe them.

• Ask 3–4 students to share what they did or made with geoblocks.
• “Algo que hicimos con los bloques sólidos geométricos fue construir. ¿Qué tipos de herramientas pueden usar en sus casas para construir cosas?” // “One thing that we did with the geoblocks was build. What kinds of tools can you use at home to build things?”

The purpose of this activity is for students to learn Stage 2 in the Geoblocks center. Students use geoblocks to build objects pictured on cards. The focus is on how students choose which geoblocks to use and the language they use to describe their creations, rather than on creating a perfect representation of the object (MP6). When students make and describe their own choices for how they represent real-world objects with geometric shapes, they prepare to model real-world problems with mathematics (MP4).

Standard geoblock sets do not include cylinders, spheres, and cones. When these shapes are required, solid shapes are indicated in the required materials. The solid shapes are still called "geoblocks" to keep things simple for students.

• Invite 3–4 students to share their creations. 
• “¿De qué ideas nuevas habló hoy su compañero cuando usó los bloques sólidos geométricos? ¿Qué vieron hacer a su compañero con los bloques sólidos geométricos?” // “What new ideas did you hear your partner talk about today when they used the geoblocks? What did you see your partner do with their geoblocks?”