💡 Lesson Overview
This lesson transforms any LEGO® pile into exam-ready math learning. Designed for primary grades (1–3), with core activities targeting Grades 1–2. Students build deep understanding through hands-on exploration, moving from concrete counting to abstract mathematical thinking. Each activity builds toward assessment success while creating shareable models that strengthen family engagement.
Aligned with IB PYP, Cambridge Primary Mathematics (Stage 1–2), and Common Core (Grades 1–2). Best suited for primary grades 1–3.
Part of the Brickit approach — transforming existing LEGO® into meaningful learning.
🎯 Learning Goals
Number Sense
Count and compare objects up to 20
Operations
Represent and explain addition and subtraction using concrete materials
Grouping
Identify equal or repeating groups of bricks
Advanced Learning
Express repeated addition as early multiplication
Mathematical Language
Use vocabulary: more, less, equal, group, double
Collaboration
Work cooperatively and explain reasoning clearly
🧠 Skills Developed
| Domain | Focus in this Lesson |
|---|---|
| Mathematics | Counting, addition, subtraction, grouping, repeated addition |
| Engineering Thinking | Structure, symmetry, balance, spatial reasoning |
| Cognitive Skills | Observation, reasoning, comparison, classification |
| Communication | Using mathematical language to describe relationships |
| Collaboration | Working in pairs or groups, sharing findings |
| Problem Solving | Finding substitutions when pieces are missing, adapting to scanning limitations |
🧰 Teacher Preparation
These materials support the Quick start routine above and keep the lesson within 45–50 minutes.
Materials per team (typically 2–4 students; up to 5–6 if needed)
200–300 mixed LEGO® bricks
1 device with Brickit App for Schools
Mini whiteboard or large paper
Markers
Student Recording Sheet (print 1 per student)
Teacher Observation Checklist
Optional: sorting trays, paper plates
Environment
Tables arranged so bricks can be spread for scanning
Space between groups for easy teacher movement
Before the lesson
Pre-scan one sample pile to check lighting and camera distance
Prepare board space for colour count tables and equations
This lesson also supports strategy awareness — children observe how others sort, count, and group materials and may choose strategies that work for them.
This lesson encourages purposeful model choice — students learn to select a model that interests them and is appropriate for the time available.
📝 Teacher Notes - Why We Build First
Every Brickit Math lesson begins with: Sort → Scan → Choose → Build.
This routine:
- reduces frustration by organising the pile
- helps students understand what pieces they have
- allows them to make meaningful choices
- builds motivation and ownership
- creates a concrete model that becomes the foundation for mathematical thinking
- strengthens problem solving when substitutions are needed
- supports tactile and visual learners
- aligns with inquiry-based mathematics (Common Core, PYP, Cambridge)
Building is not optional: it is the engine that drives mathematical exploration in this lesson.
📄 Student Recording Sheet
Print this worksheet for each student or group:
Math Demo Lesson – My Model Math Sheet
Name: __________________ Date: _______________
My model has _____ bricks
I found _____ repeating groups
_____ groups of _____ make _____
My equation: _________________________________
Draw your model or write what you learned:
📘 Lesson Flow
🧺 Sort the Pile
Duration: 5–8 minutes
👩🏫 Teacher Script
"Let's get ready to explore numbers. Pour out your bricks and sort them by an attribute."
"If you choose colour, put similar shades together — all blues in one group, all yellows in another. No need for exact shade matching."
"You can sort by colour families, shape, height, or number of studs. Choose what makes sense to you."
"Do not aim for perfect sorting. If bricks are connected, you can leave them together."
👧👦 Student Actions
- Pour bricks out
- Sort by chosen attribute (colour families, shape, height, or studs)
- Do not aim for perfect sorting
- If you see a sorting strategy you like, try it
👩🏫 Teacher Focus
- Ask: "Which colour do you have the most of, or are the colours mostly the same?"
- Reinforce: Sorting is mathematical thinking — grouping, comparing, organising
- Accept any reasonable sorting strategy
🟦 Teacher Tip
Sorting is a warm-up, not a requirement. It helps organise materials and activates attention. Connected bricks can stay together. Multi-colour bricks can go in mixed groups or by dominant colour — both choices are fine.
🔁 If students struggle…
- Remind: "Similar colours go together — no need for exact matching."
- If bricks are hard to separate, say: "Leave them together — that's fine."
- If a student is stuck, suggest: "Try sorting by shape instead."
📝 Teacher Notes
- Sorting is not required for the Brickit scan and does not need to be exact.
- If some bricks are tightly connected, leave them together — perfection is not required.
- If a brick has more than one colour (windows, wheels), place it in a mixed-colour group or choose the dominant colour. Either choice is acceptable.
- Sorting helps children notice attributes, organise materials, and prepare for counting. Its purpose is cognitive activation, not correctness.
- Children may use different sorting strategies. Encourage noticing how others work and trying new strategies. Strategies are optional — accuracy in counting is the goal.
📷 Scan & Choose a Model
Duration: 5–8 minutes
👩🏫 Teacher Script
"Spread your bricks into one flat layer — one brick thick. This helps Brickit see everything."
"Now scan with the Brickit App. Look at the models it suggests."
"Choose a model your team likes, can build, and can build quickly — about 5–7 minutes."
"Brickit recognises shape and size, not colour. You can use any colours you have. Substitutions are correct and encouraged."
📋 Model Selection Rule
A model is "just right" if:
- students LIKE it
- they CAN build it (not too many tiny parts)
- they can build it QUICKLY (5–7 minutes)
- approx. 8–15 bricks (if visible in app)
- simple shape, no rare bricks
- substitutions are expected
👧👦 Student Actions
- Spread bricks on a flat surface (one layer thick)
- Scan with the Brickit App
- Look at suggested models
- Choose a model that feels "just right"
👩🏫 Teacher Focus
- Encourage team discussion
- Ensure each team makes their own choice
- Reinforce: Every choice is valid
- If your Brickit shows piece-count, guide toward 8–15 bricks
🟦 Teacher Tip
Children choose by interest first. Guide gently toward models they can build in 5–7 minutes: one clear object, few tiny pieces, visually simple.
🔁 If students struggle to choose…
- Remind the three rules: LIKE it, CAN build it, QUICK to build
- Help find a simpler model if current choice is too complex
- Say: "If it feels 'just right', that's perfect."
⚠️ If students struggle to build
- Switch to a simpler model
- Freeze the build "as is" and move to math
- Move to math even if model is unfinished — the goal is mathematical reasoning, not perfect building
📝 Teacher Notes
- The colour of the suggested Brickit model does not matter. Children may build using any available colours.
- If a piece is missing, students should choose a similar size/shape — this is correct problem-solving.
- If your Brickit version shows piece-count, aim for 8–15 bricks. If not, guide using visual simplicity.
- Sorting and rebuilding do not need to be perfect. The goal is mathematical reasoning, not precision.
🧱 Building the Model
Duration: 8–10 minutes
👩🏫 Teacher Script
"Now build your chosen model. Work together."
"If a piece is missing, find a similar one — same size or shape. That's correct problem-solving."
"If you're stuck, ask your team for help."
👧👦 Student Actions
- Follow the building instructions
- Search for pieces in the sorted pile
- Substitute missing pieces with similar shapes/sizes
- Help each other find pieces
- Check that the model matches the instructions (approximately)
👩🏫 Teacher Focus
- Observe problem-solving strategies
- Support teams that struggle with substitutions
- Celebrate creative adaptations
- Ensure all team members participate
🟦 Teacher Tip
Substitutions are correct and encouraged. If a team can't find the exact piece, they should use a similar one. This is mathematical problem-solving, not a building test.
🔁 If students struggle…
- If building takes too long: "Freeze your model as is and move to counting."
- If many pieces are missing: "Use similar pieces — that's fine."
- If team is stuck: "Ask another team for help finding pieces."
📝 Teacher Notes
- Brickit recognises shape and size, not colour. Substitutions are expected and correct.
- The model does not need to match the instructions exactly. Approximate matches are fine.
- If building is taking too long, it's acceptable to move to the math part with an incomplete model.
🔍 Mathematical Exploration — Observation & Counting
Duration: 10–12 minutes
🧠 Strategy Awareness
Students may use different counting and sorting strategies. Encourage noticing how others work and trying new strategies. Strategies are optional; accuracy is the goal.
Part A: Observation (2–3 minutes)
👩🏫 Teacher Script
Circulate and ask 2–3 questions:
- "How many bricks are in your model?"
- "Which colour appears the most, or are the colours mostly the same?"
- "What is the tallest part, or are all parts the same height?"
- "What is the widest part, or are several parts equally wide?"
- "Do you see any repeating bricks, colours, or shapes?"
👧👦 Student Actions
- Observe your model carefully
- Answer questions using complete sentences
- Examples: "I have 4 red bricks and 6 blue bricks." "All parts are the same height."
✅ Accept These Correct Answers
- "They are the same height" — if no part is taller
- "Several parts are equally wide" — if no widest part
- "No colour appears the most" — if colours are similar amounts
- "The colours are mostly the same" — if no dominant colour
These answers are correct and support mathematical comparison skills.
Part B: Counting by Colour (8–10 minutes)
👩🏫 Teacher Script
"Now count exactly how many bricks you have of each colour. Work as a team. One counts, one checks."
"You can count by ones, groups of 2, or groups of 5. Choose what helps you stay accurate."
"After you count, recount using a different method to check your answer."
👧👦 Student Actions
- Count bricks in each colour group
- Recount using a different method (ones, groups of 2, groups of 5)
- Record numbers on their Recording Sheet
- Verify counts match between methods
👩🏫 Teacher Focus
- Observe counting strategies
- Ask: "How do you know your count is correct?"
- Build a simple class table on the board:
| Colour | Number |
|---|---|
| Red | ___ |
| Blue | ___ |
| Yellow | ___ |
🟦 Teacher Tip
Children may count in different ways. Encourage noticing how others count and choosing the strategy that helps them stay accurate. Strategies are optional — students choose what works for them.
🔁 If students struggle…
- If counts don't match: "Try counting again using a different method."
- If students skip bricks: "Point to each brick as you count."
- If team is stuck: "Try counting by groups of 2 or 5."
📝 Teacher Notes
- Some models may not have a tallest or widest part, and colours may appear in similar amounts. Accept answers such as "they are the same height", "several parts are equally wide", or "no colour appears the most".
- Children may count in different ways (ones, groups of 2, groups of 5). Encourage strategy awareness — noticing how others work and trying new strategies.
- Strategies are optional — students choose what works for them. Accuracy is the goal.
⚖️ Mathematical Exploration — Colour Equations & Grouping
Duration: 10–12 minutes
Part A: Colour Equations (5–6 minutes)
👩🏫 Teacher Script
"Show what you counted using an equation."
"Write your colour counts as an equation. For example: 4 red + 3 blue + 2 yellow = 9"
"Beginner option: use only 2 colours."
👧👦 Student Actions
- Write an equation with 2–3 addends
- Example:
4 red + 3 blue + 2 yellow = 9 - Beginner option: use only 2 colours
- Record equation on Recording Sheet
Part B: Grouping & Equal Sets (5–6 minutes)
👩🏫 Teacher Script
"Do you have repeating bricks, colours, or shapes? Look for any patterns in your model."
"Group identical elements physically (same shape, same colour, or same pattern)."
"Write examples on the board: 2 + 2 + 2 = 6 or 3 + 3 = 6"
"For advanced learners, introduce: 3 groups of 2 → 3 × 2 = 6"
👧👦 Student Actions
- Group identical elements physically
- Identify repeating patterns
- Describe aloud: "Three groups of two make six"
- Record groups on Recording Sheet
👩🏫 Teacher Focus
- Show one real example from a team on the board
- Highlight: Equations describe how totals are composed
- Focus on the idea of equal groups, not memorizing multiplication facts
- Use general terms (bricks, colours, shapes) rather than specific examples
🟦 Teacher Tip
Equations connect concrete counting to abstract number sentences. Students see that 4 + 3 + 2 = 9 describes their actual model. Focus on equal groups as foundation for multiplication thinking.
🔁 If students struggle…
- If equation is too complex: "Start with just 2 colours."
- If students forget totals: "Check your Recording Sheet for the counts."
- If no repeating groups: "That's fine — not every model has equal groups."
⚖️ Comparison & Reasoning
Duration: 5–7 minutes
👩🏫 Teacher Script
Ask comparison questions (choose 2–3):
- "Which team has more red bricks?"
- "How many more?"
- "Whose total is greater?"
- "Are any teams equal?"
- "Which model is taller (in studs)?"
- "Which has more repeating parts?"
"Explain your answer using numbers."
👧👦 Student Actions
- Compare their counts with other teams
- Explain differences using numbers
- Example: "My team has 2 more red bricks because we have 6 and they have 4."
- Use mathematical vocabulary: more, less, equal, greater
👩🏫 Teacher Focus
- Encourage complete explanations with numbers
- Reinforce mathematical vocabulary
- Accept "equal" or "the same" as valid comparisons
🟦 Teacher Tip
Comparisons build number sense. Students learn that numbers describe relationships, not just quantities.
🔁 If students struggle…
- If explanation is unclear: "Show me the numbers: we have ___, they have ___."
- If students can't compare: "Look at your Recording Sheets — which number is bigger?"
💭 Reflection & Recording
Duration: 5–7 minutes
👩🏫 Teacher Script
"Complete your Recording Sheet with all your work."
"What strategy helped you count accurately today?"
"Did you try a new strategy or learn from someone else?"
👧👦 Student Actions
- Record colour counts on Recording Sheet
- Write their equation
- Record repeating groups (if found)
- Draw their model
- Reflect on counting strategies used
- Share their sheets with the group
👩🏫 Teacher Focus
- Collect evidence of learning through Recording Sheets
- Take photos of models if helpful
- Quick interviews: "Tell me about your counting strategy."
- Optional: Photograph each model with its recording sheet for classroom display or math portfolio
🟦 Teacher Tip
Reflection builds metacognition. Students think about their own thinking and learn from others' strategies. The recording sheet helps students organize their thinking and provides a concrete record of their learning for assessment and family sharing.
🔁 If students struggle…
- If Recording Sheet is incomplete: "Check your counts and equation — make sure everything is recorded."
- If reflection is unclear: "Tell me: did you count by ones, twos, or fives?"
🧩 Differentiation
Emerging Learners (Grade 1)
- Focus on counting and comparing quantities
- Compose numbers ≤ 20
- Use counting by ones
Developing Learners (Grade 2)
- Grouping equal sets
- Using repeated addition verbally
- Write full equations
Advanced Learners (Grade 2–3)
- Writing equations and introducing "×" symbol
- Count by 2s or 5s
- Show 2–3 ways to compose the same total
🧮 Assessment Tools
Use during circulation.
| Skill | Observable Behaviour | Check |
|---|---|---|
| Counting | Counts accurately up to 20+ bricks | ☐ |
| Classification | Sorts bricks by colour, shape, or size effectively | ☐ |
| Grouping | Identifies and builds equal groups | ☐ |
| Problem Solving | Finds substitutions when pieces are missing; adapts to scanning limitations | ☐ |
| Reasoning | Explains how they know quantities are equal | ☐ |
| Communication | Uses math language to describe models (tallest, widest, groups of) | ☐ |
| Collaboration | Works cooperatively and takes turns | ☐ |
Reflection indicators:
Can describe what they built and why
Can link physical model to math expression
Can verbalize "groups of" concept
🌿 Extensions & Challenges
Equal Groups Challenge
Build a model using exactly 12 bricks — how many groups can you make?
Same Total
Try making a different model with the same total number of bricks
Pattern Wall
Create a "pattern wall" of models sorted by colour or shape
Doubling & Halving
For older students: explore doubling and halving (e.g., "If I double my bricks, how many now?")
📚 Curriculum Alignment
| Framework | Standards |
|---|---|
| Common Core (US) | K.CC.B.4–5, 1.NBT.A.1, 1.OA.A.1, 1.MD.A.1, 2.OA.C.3 |
| Cambridge Primary (Stage 1–2) | N1.2–N1.7, N2.1–N2.3, N4.1–N4.2 |
| IB PYP Mathematics | "Numbers convey quantity and relationships." "Understanding numbers helps describe the world." |