Introduction to Cuisenaire Rods 

 
Kaitlin Batik 
EDU 341 01 

 
Cuisenaire rods are colorful rods ranging in length from 1cm to 10cm. 
Each length is a different color. Depending on grade level, they can 
be used to demonstrate counting, patterns, addition, subtraction, 
multiplication, division, balancing equations, fractions, ratios, and 
proportions. 
They look like this: 

  
They are available in plastic or wood, and interlocking or 
non-interlocking.  
 
An online version of this manipulative can be found at: 
https://nrich.maths.org/4348 
 
Pros of using cuisenaire rods include: 
● Easy to use 
● Help students visualize concepts 
● Versatile--can be used in many grade levels 
Cons of using cuisenaire rods include: 
● The plastic interlocking type could get stuck/bent  
● May be difficult to use with numbers larger than 10 
● For early childhood, small pieces could be a choking hazard   
Kindergarten Lesson--different ways to get 5 and 10 
(Can be full class but if school resources do not allow each student to have a 
set, teach this lesson in small groups while other groups do independent work. 
Likewise, if due to the age of the students it seems likely they will put the 
pieces in their mouths, use small groups to maximize supervision) 

 
Standard: NY-K.OA 2a: Add and Subtract Within 10  
Practices:  
2--Reason abstractly and quantitatively  
5--Use appropriate tools strategically  
Developmental procedures: 
1. If this is the first lesson to use the rods, allow the students to 
play with them. ​(what do you notice about the rods?)​ If 
needed, prompt by showing two rods of the same color. (​what 
do these have in common?​) 
2. Once the class has shared their thoughts, use the online version 
to demonstrate how each color represents a different number 
1-10 by covering a different number of squares on the grid. 
3. Have the class take out a yellow rod. (​“How many squares 
does it cover?”) 
 4. Have students take one rod each of the following colors: white, 
red, light green, and pink. (​how can we pair these rods to be the 
same length as the yellow rod?)   
5. Once students have paired the white and pink (1 and 4) and the 
red and light green (2 and 3) have them count the number of 
spaces each bar covers. Students will then use dry-erase 
markers to record the numbers.   
6. Have students use their numbers from step 5 to create 
number sentences 
7. Have students take out the orange rods. “How many ways can 
we use our other rods to make the same length as our orange 
rods?” After they find pairs, students can come to the board to 
display their ideas.  
8. When all possible pairs are on the board, students will write 
number sentences.  
   
Grade 6 Lesson 
(Teach to a full class. If school resources do not allow students to 
have their own sets of rods, students can work in pairs or groups 
where each pair or group gets a set) 

 
Standard: NY-6 RP1 Understand the concept of a ratio and use ratio 
language to describe a ratio relationship between two quantities. 
Practices: 
2--Reason abstractly and quantitatively 
5--Use appropriate tools strategically  
Developmental procedures: 
1. On the board display one pair of rods (red and light green/2cm 
and 3cm). Have students take the same pair out of their sets.   
2. Add a second pair of rods. (Pink and dark green/4cm and 
6cm). ​What’s the relationship between these two pairs? ​If 
students struggle to find a relationship between the two pairs, 
create a 4 & 6 pair using 2 2’s and 2 3’s and prompt students 
to write the pairs as fractions (⅔ and 4/6)   
3. When students understand that each pair has 2 cm for every 3 
cm, introduce the word “ratio,” and explain that the ratio 
between two numbers shows the relationship between the 
number.   
4. Demonstrate the different ways to write a ratio. 
 5. Students should find one other pair of rods that demonstrates 
a 2 : 3 ratio. Ask all students to hold up their pairs at the 
same time. Ask at least two students, “​Why did you choose 
that pair?”  
6. Give students worksheets with different ratios written out. The 
worksheets will be designed to have space for students to lay 
out rods. When reviewing answers as a class, students will pull 
up their rods on the SMARTBoard.   
 
 
   
Name​__________________ Date​____________

3:4 2:5 7:8

1:2 1:3 9:5