Some mathematics concepts, especially geometry, have not been understood well by students. The current curriculum in Indonesia strongly recommends the use of manipulatives in mathematics learning. However, the presence of manipulatives only cannot guarantee the students could construct their knowledge of concepts. This research aims to find out the effectiveness and the practicality of manipulatives use which is integrated with a series of written and oral questions in the solid geometry learning. It was an experiment using one group pretest-posttest design involving 32 students of fifth grade of elementary school and their teacher. The experiment resulted that there was an improvement of the students' understanding of solid geometry concepts by 0.54 in the intermediate category. Furthermore, the students' and the teacher's responses towards the learning were positive. The use of manipulatives and question series still demands the teacher ability to do connectivity and contrast when their students need. The conclusion of this research is that the use of manipulatives which is integrated with the series of written and oral questions is effective and practical to improve the students' concept understanding in the solid geometry learning. In the implementation, it is recommended for the teacher to prepare and to implement the learning appropriately and carefully.