💡 Lesson Overview
This lesson uses the Brickit App to transform random LEGO® piles into playful math explorations. Students count, compare, group, and describe their own Brickit-generated models — discovering how math lives inside everything they build. Through guided observation and collaboration, students move from counting individual pieces to recognizing equal groups and patterns — building the foundation for addition, subtraction, and early multiplication.
Aligned with IB PYP, Cambridge Primary Mathematics (Stage 1–2), and Common Core (Grades 1–2).
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 |
🧰 Teacher Preparation
Prepare ~300 LEGO bricks per group (mixed shapes and colors)
Ensure each team has one device with the Brickit App installed
Prepare a whiteboard or recording sheet for group equations
Clarify that Brickit recognizes shape and size, not color — substitutions are encouraged
Set up tables so students can easily scan and discuss their models
📘 Lesson Flow
Introduction & Scanning
Duration: 5 minutes
- Explain: "Each team will scan their pile. Brickit shows what you can build from what you already have!"
- Students spread their bricks on the table and scan them
- Each team selects a small model (8–20 pieces) from Brickit's suggestions
- Say: "Everyone builds something different, but we'll all explore the same math ideas"
Building & Observation
Duration: 10 minutes
- Students build their chosen models
- Ask guiding questions:
- How many bricks do you have?
- What colors and shapes do you see?
- Which part is largest? Which is smallest?
- Are there repeating elements (2 wheels, 3 windows)?
- Encourage describing using math words ("more", "less", "same number")
Counting & Simple Operations
Duration: 10 minutes
- Ask teams to sort by color, size, or function
- Write questions on the board:
- How many red bricks? How many yellow?
- How many more red than blue?
- If you add two more, how many now?
- Students record simple equations: 3 red + 4 yellow + 2 blue = 9 bricks
- Teacher highlights that numbers can be made in different ways: 9 = 5 + 4 = 3 + 3 + 3
Grouping & Equal Sets
Duration: 10 minutes
- Ask: "Do you have repeating parts? Maybe two wings, four wheels, three windows?"
- Students group identical elements physically
- Write examples on the board: 2 + 2 + 2 = 6 or 3 + 3 = 6
- For advanced learners, introduce: 3 groups of 2 → 3 × 2 = 6
- Students describe aloud: "Three groups of two make six"
Comparison & Reasoning
Duration: 5 minutes
- Compare models:
- Which model is taller (in studs)?
- Which has more bricks?
- Which has more repeating parts?
- Students explain: "My model is taller by 2 studs because it has one more layer"
Reflection & Recording
Duration: 5 minutes
- Each student completes a quick reflection:
- My model has ___ bricks
- I found ___ repeating groups
- I learned that ___ groups of ___ make ___
- Extension: Photograph each model with its reflection card for classroom display or math portfolio
🧩 Differentiation Strategies
Emerging (Grade 1)
Focus on counting and comparing quantities, composing numbers ≤ 20
Developing (Grade 2)
Grouping equal sets, using repeated addition verbally
Advanced (Grade 2+)
Writing equations and introducing "×" symbol as shorthand for groups
🧮 Assessment Tools
Teacher Observation Checklist
| Skill | Observable Behaviour |
|---|---|
| Counting | Counts accurately up to 20 bricks |
| Grouping | Identifies and builds equal groups |
| Reasoning | Explains how they know quantities are equal |
| Communication | Uses math language to describe models |
| 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
🌿 Extension & Challenge Ideas
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 color or shape
Doubling & Halving
For older students: explore doubling and halving (e.g., "If I double my bricks, how many now?")
📚 Curriculum Alignment
| Framework | Focus Areas | How Addressed |
|---|---|---|
| IB PYP (Math) | Number; Pattern & Function; How the World Works | Students explore composition of numbers and patterns through building and inquiry |
| Cambridge Primary (Stage 1–2) | N1–N4 Counting, Grouping & Sharing | Learners count, compare, and form equal groups up to 20 using manipulatives |
| Common Core (Grade 1–2) | 1.OA.A.1–3, 2.OA.C.3 | Use addition/subtraction within 20; recognize equal groups as foundation for multiplication |
| 21st-Century Skills | Collaboration, Communication, Critical Thinking | Embedded through teamwork, reflection, and explanation |