Engaging Math with
Spare LEGO Bricks
Use in small groups with any spare LEGO bricks. A digital tool can help identify build ideas.
Contents
■ Unit 1 — Counting & Number Sense
Students explore numbers, addition, subtraction, and early multiplication by building and analyzing LEGO models created from their own pile of bricks.
Develop number awareness and confidence through physical counting, comparison, and recognition of patterns and quantities.
* Lesson Flow (40-45 minutes)
| Step | Activity | Time |
|---|---|---|
| 1 | Scan the pile and choose a model | 5–8 min |
| 2 | Build and count pieces | 10 min |
| 3 | Compare and order models | 10–12 min |
| 4 | Extension tasks | 8 min |
| 5 | Reflect and record | 5 min |
- How do we know which model has more pieces?
- What happens when we add or remove a brick?
- Can you find two models with the same number?
- Which color appears most often?
■ Unit 2 — Fractions, Parts of a Whole & Measurement
Students explore fractions, proportions, and measurement by analyzing and modifying LEGO models built from their own piles of bricks.
Understand halves, quarters, and equivalent parts using physical models to visualize fractions and measurements.
* Lesson Flow (40-50 minutes)
| Step | Activity | Time |
|---|---|---|
| 1 | Scan and select a model | 5–10 min |
| 2 | Build and describe the whole | 10 min |
| 3 | Identify parts and fractions | 10–12 min |
| 4 | Measure and compare | 10–12 min |
| 5 | Reflect and share learning | 5–8 min |
- How can we show a half or a quarter using bricks?
- How do we know when two halves make a whole?
- What happens if we change the size of one part?
- How can we compare lengths or heights using studs?
■ Unit 3 — Addition & Subtraction Stories
Students create LEGO mini-scenes to tell and solve math stories — for example:
Develop fluency in addition and subtraction within 20 by using storytelling and physical modeling to represent numbers and operations.
* Group Setup
- 2–4 students per team
- 1 shared pile of LEGO bricks (≈ 300–500 pieces)
- Paper or mini-whiteboard for writing number sentences
- Optional: device to record short story videos
* Lesson Flow (40-50 minutes)
| Step | Activity | Time |
|---|---|---|
| 1 | Scan the pile and choose a model | 5–8 min |
| 2 | Build a short "story scene" | 10–12 min |
| 3 | Tell and write the math story | 10 min |
| 4 | Swap and solve another team's story | 8–10 min |
| 5 | Reflect and share | 5–8 min |
■ Unit 4 — Place Value: Tens and Ones
Students use LEGO bricks to model two-digit numbers, grouping by tens and ones.
Understand place value through physical grouping and decomposition into tens and ones.
* Lesson Flow (40-45 minutes)
| Step | Activity | Time |
|---|---|---|
| 1 | Build towers of 10 studs (tens) and single bricks (ones) | 10 min |
| 2 | Represent two-digit numbers (e.g. 43 = 4 towers + 3 singles) | 10 min |
| 3 | Compare numbers (greater, smaller, equal) | 10 min |
| 4 | Build numbers for your partner to guess | 8–10 min |
| 5 | Reflect and record | 5 min |
- Build the number 27 using towers and singles
- Which is bigger: 34 or 43? Show me with your bricks
- Can you make 50 in different ways?
■ Unit 5 — Measurement and Length
Students measure and compare LEGO-built objects using studs as non-standard units.
Understand measurement as comparison and difference using familiar units (studs).
* Lesson Flow (40-45 minutes)
| Step | Activity | Time |
|---|---|---|
| 1 | Build two small models | 10 min |
| 2 | Measure each model's height and length in studs | 10 min |
| 3 | Compare: "Which is taller? By how many studs?" | 10–12 min |
| 4 | Record data in a class chart | 8 min |
| 5 | Reflect and discuss | 5 min |
- How many studs tall is your model?
- What's the difference in height between the two models?
- Can you build something exactly 12 studs long?
- Which model uses more bricks but is shorter?
■ Unit 6 — Geometry and Shapes
Students identify and build geometric shapes using LEGO bricks, exploring 2D and 3D relationships.
Recognize and describe shapes and their attributes. Connect 3D LEGO structures to 2D drawings.
* Lesson Flow (40-45 minutes)
| Step | Activity | Time |
|---|---|---|
| 1 | Build models using basic shapes | 10 min |
| 2 | Identify cubes, rectangles, and slopes | 10 min |
| 3 | Draw 2D versions of your model (side/top view) | 10–12 min |
| 4 | Find symmetry lines or patterns | 10 min |
| 5 | Reflect and share | 5 min |
- What shapes can you find in your model?
- How many edges does this brick have?
- Can you make your model symmetrical?
- What does your model look like from the top?
■ Unit 7 — Grouping and Early Multiplication
Students use equal groups of LEGO pieces to represent repeated addition and simple multiplication.
Build understanding of multiplication as equal groups and arrays.
* Lesson Flow (40-45 minutes)
| Step | Activity | Time |
|---|---|---|
| 1 | Sort bricks into equal groups | 8–10 min |
| 2 | Represent groups with equations (e.g. 3 groups of 4 = 12) | 10 min |
| 3 | Compare different models with same total | 10 min |
| 4 | Build a simple array (rows/columns) | 10–12 min |
| 5 | Reflect and share | 5 min |
- Make 4 groups of 3 bricks. How many total?
- Build a 3×4 array. Count the bricks
- Can you show 12 in different equal groups?
- What's the same? What's different?
■ Unit 8 — Introduction to Fractions
Students divide LEGO models into equal parts, exploring halves, thirds, and quarters.
Understand part-whole relationships and equal partitioning.
* Lesson Flow (45-50 minutes)
| Step | Activity | Time |
|---|---|---|
| 1 | Build a model and divide it into equal parts | 10 min |
| 2 | Label ½, ⅓, or ¼ of the model | 10 min |
| 3 | Compare fractional sizes | 10–12 min |
| 4 | Combine parts to make a whole | 10 min |
| 5 | Reflect and record | 5–8 min |
- How can we split this model into two equal parts?
- Is ½ bigger or smaller than ¼?
- Can you show me three equal parts?
- What fraction of your model is red?
■ Unit 9 — Time and Sequencing
Students use LEGO builds to represent daily routines and chronological order.
Understand time as sequence and interval using physical models.
* Lesson Flow (40-45 minutes)
| Step | Activity | Time |
|---|---|---|
| 1 | Build a "day in your life" timeline | 10–12 min |
| 2 | Place events in correct order | 8–10 min |
| 3 | Discuss which takes longer or shorter | 10 min |
| 4 | Create a class "daily cycle" wall display | 10 min |
| 5 | Reflect | 5 min |
- What do you do first in the morning?
- Which activity takes the longest time?
- What happens before lunch? After lunch?
- Can you put these events in the right order?
■ Unit 10 — Data and Graphs
Students collect and display simple data using LEGO as bars or pictorial representations.
Represent, interpret, and compare categorical data.
* Lesson Flow (40-45 minutes)
| Step | Activity | Time |
|---|---|---|
| 1 | Sort LEGO bricks by color | 8 min |
| 2 | Build a bar graph from your sorted bricks | 10–12 min |
| 3 | Compare which color appears most/least | 10 min |
| 4 | Record and discuss class results | 8–10 min |
| 5 | Reflect and summarize | 5 min |
- Which color do we have the most of?
- How many more red bricks than blue bricks?
- What does our graph tell us?
- Can you predict which color another team has most?