💡 Lesson Overview
In this lesson, students move from simple counting to understanding equal groups — the foundation of repeated addition and early multiplication.
Through building Brickit models, identifying repeating elements, and forming equal groups, students develop a deep conceptual understanding of:
- fairness ("fair share")
- repeated addition
- equal quantities
- early multiplicative thinking
- supports purposeful decision-making when choosing a model
Aligned with Common Core (1–2), Cambridge Primary Stage 1–2, and IB PYP.
🎯 Today's Goal for Students
👩🏫 What to tell your students at the start of the lesson:
"Today we are learning to make equal groups. We will find bricks that repeat in our model and group them together. Equal groups have the same number of bricks."
💡 This simple statement helps students understand the purpose of the lesson and makes their actions more meaningful and focused.
🎯 Learning Goals
Number Sense & Operations
Identify equal groups of the same size
Represent equal groups using repeated addition
Understand "fair sharing" and "groups of"
Pattern Recognition
Notice repeating colours, shapes, or bricks within a model
Mathematical Reasoning
Explain why groups are equal
Describe how groups were formed and verified
Communication
Use vocabulary: equal groups, same number, fair share, repeated, total
Problem Solving
Substitute missing bricks as needed
Adjust grouping strategies based on available bricks
🧠 Skills Developed
| Domain | Focus in this Lesson |
|---|---|
| Mathematics | equal groups, repeated addition, foundation of multiplication |
| Pattern Recognition | identifying repeated shapes, colours, sizes |
| Reasoning | verifying groups, explaining equality |
| Communication | mathematical language and sentence frames |
| Collaboration | shared decisions while grouping bricks |
| Problem Solving | substitutions, flexible grouping |
🧰 Teacher Preparation
Materials (per team)
200–300 LEGO® bricks
1 device with Brickit App for Schools
Student Recording Sheet – Equal Groups
Teacher Observation Checklist
Mini whiteboard or paper
Before class
Prepare sample equations on the board: 2 + 2 + 2 = 6, 3 + 3 = 6, "3 groups of 2 makes 6"
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
Sorting → scanning → choosing → building allow students to start with a real, meaningful model that contains natural repetitions.
This transforms abstract grouping into a concrete experience.
📄 Student Recording Sheet
Print this worksheet for each student or group:
Lesson 1.3 – Making Equal Groups
Name: __________________________ Date: _______________
1. I grouped my bricks by:
☐ colour ☐ shape ☐ size ☐ pattern ☐ other: _________
2. My equal groups:
Number of groups: ______
Bricks in each group: ______
3. Repeated addition:
______ + ______ + ______ = ______
4. (Optional) Groups-of sentence:
______ groups of ______ makes ______
5. Draw your groups:
📘 Lesson Flow
🧺 Sort the Pile
Duration: 5–8 minutes
👩🏫 Instructions
"Sort your bricks by an attribute. This helps us spot repeating bricks for grouping."
"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, leave them together."
👧👦 What You Need to Do
- 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
- Reinforce: Sorting is mathematical thinking — grouping, comparing, organising
- Accept any reasonable sorting strategy
- Notice which students spot repeating bricks
🟦 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: "Leave them together — that's fine."
- If a student is stuck: "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
👩🏫 Instructions
"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."
"Try to choose a model with repeated bricks — this will help with grouping later."
📋 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
- contains repeated bricks (helpful for grouping)
👧👦 What You Need to Do
- 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" (preferably with repeated bricks)
👩🏫 Teacher Focus
- Encourage students to choose a model containing repeated bricks
- 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. Models with repeated bricks are ideal for this lesson.
🔁 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
👩🏫 Instructions
"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."
"As you build, notice which bricks appear more than once. This will help with grouping later."
👧👦 What You Need to Do
- Build collaboratively
- Help each other find pieces
- Place identical bricks aside to prepare for grouping
- Notice repeating patterns
👩🏫 Teacher Focus
- Ask: "Which bricks appear more than once?"
- Ask: "How many of each colour do you see?"
- Ask: "Do you notice any repeating patterns?"
- Observe problem-solving strategies
🟦 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 grouping."
- 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 — Making Equal Groups
Duration: 7–8 minutes
🧠 Strategy Awareness
You may group by different attributes (colour, shape, identical pieces). Notice how others work and try new strategies. Strategies are optional; equal groups are the goal.
👩🏫 Instructions
"Let's create equal groups. Equal groups mean each group has the same number of bricks — a fair share."
"Choose an attribute: colour, shape, or identical pieces. Create groups that have the same amount."
"Line groups up in rows or circles so you can see them clearly."
👧👦 What You Need to Do
- Choose attribute (colour OR shape OR identical pieces)
- Create equal groups physically
- Line groups up in rows or circles
- Verify that all groups have the same number
👩🏫 Teacher Focus
- Ask: "Do all groups have the same amount?"
- Ask: "How do you know they are equal?"
- Ask: "Could you make more or fewer groups?"
- Support students who struggle to create equal groups
🟦 Teacher Tip
Equal groups are the foundation for repeated addition. Students need to physically see that each group has the same number before they can write equations.
🔁 If students struggle…
- If groups are unequal: "Count each group. Do they all have the same number?"
- If students can't make groups: "Start with just two groups. Make sure they're equal."
- If attribute is unclear: "Try grouping by colour first — that's often easiest."
🔍 Mathematical Exploration — Repeated Addition
Duration: 8 minutes
👩🏫 Instructions
"Now write your groups as a repeated addition sentence. Each group becomes one part of the equation."
"For example: if you have 3 groups of 2, write 2 + 2 + 2 = 6"
"Optional: You can also say 'I made 3 groups of 2.'"
👧👦 What You Need to Do
- Convert your groups into a repeated addition sentence
- Examples: 2 + 2 + 2 = 6, 3 + 3 = 6, 4 + 4 + 4 = 12
- Write equation on Recording Sheet
- Optional: Say "groups of" sentence verbally
👩🏫 Teacher Focus
- Show examples on the board: 2 + 2 + 2 = 6, 3 + 3 = 6
- Highlight: Each group becomes one addend
- Support students who need to start with just 2 groups
🟦 Teacher Tip
Repeated addition connects concrete grouping to abstract equations. Students see that 2 + 2 + 2 = 6 describes their actual groups.
🔁 If students struggle…
- If equation is unclear: "How many bricks in each group? Write that number, then add it as many times as you have groups."
- If students forget total: "Count all the bricks together — that's your total."
- If format is hard: "Start with just 2 groups: number + number = total."
⚖️ Comparison & Reasoning
Duration: 5 minutes
👩🏫 Instructions
Your teacher will show two team results on the board:
- Team A: 2 + 2 + 2 = 6
- Team B: 3 + 3 = 6
Your teacher will ask:
- "Which team made more groups?"
- "Which team made larger groups?"
- "Why do both totals equal 6?"
"Answer in full sentences."
👧👦 What You Need to Do
- Compare your grouping strategy with other teams
- Explain differences using numbers
- Answer comparison questions in full sentences
- Use mathematical vocabulary: groups, equal, total, more, fewer
👩🏫 Teacher Focus
- Highlight that different groupings can equal the same total
- Reinforce mathematical vocabulary
- Celebrate different valid strategies
🟦 Teacher Tip
Comparison builds number sense. Students see that 3 groups of 2 equals 2 groups of 3 — both equal 6. This is foundational for understanding multiplication.
🔁 If students struggle…
- If explanation is unclear: "Show me: Team A has 3 groups, Team B has 2 groups."
- If students can't compare: "Look at the equations — which has more addends?"
💭 Reflection & Recording
Duration: 5 minutes
👩🏫 Instructions
"Complete your Recording Sheet with all your work."
"What strategy helped you create equal groups today?"
"Did you try a new strategy or learn from someone else?"
👧👦 What You Need to Do
- Record attribute used for grouping
- Record group size and number
- Write repeated addition sentence
- Optional: Write "groups of" sentence
- Draw your model and groups
- Reflect on grouping strategies you used
👩🏫 Teacher Focus
- Collect evidence of learning through Recording Sheets
- Take photos of models and groups if helpful
- Quick interviews: "Tell me about your grouping strategy."
🟦 Teacher Tip
Reflection builds metacognition. Students think about their own thinking and learn from others' strategies.
🔁 If students struggle…
- If Recording Sheet is incomplete: "Check your groups and equation — make sure everything is recorded."
- If reflection is unclear: "Tell me: did you group by colour, shape, or identical pieces?"
🧩 Differentiation
Emerging (Grade 1)
- Create two equal groups
- Write simple repeated addition
Developing (Grade 2)
- Create 3–4 equal groups
- Compare strategies
Advanced (Grade 2–3)
- Show two different groupings with the same total
- Verbal early multiplication
🧮 Assessment Tools
Use during circulation.
| Skill | Observable Behaviour | Check |
|---|---|---|
| Pattern recognition | Notices repeated bricks | ☐ |
| Equal grouping | Creates groups of same size | ☐ |
| Repeated addition | Writes correct equations | ☐ |
| Reasoning | Explains why groups are equal | ☐ |
| Vocabulary | Uses "equal, group, fair share" | ☐ |
| Collaboration | Shares tasks effectively | ☐ |
Success indicators:
Student can form equal groups independently
Student can record repeated addition
Student can explain why groups are equal
🌿 Extensions & Challenges
Same Total, New Groups
Make a different grouping that equals the same total
Pattern Builder
Build a new model using a repeated colour pattern
Fair Share Story
"Imagine you share 12 bricks fairly between 3 friends. What happens?"
Find Groups Inside the Model
Students look for repeating layers, windows, colours, etc.
📚 Curriculum Alignment
| Framework | Standards |
|---|---|
| Common Core (US) | 2.OA.C.3 — Equal groups; 1.OA.D — Understand addition structure; MP3 — Explain reasoning |
| Cambridge Primary (Stage 1–2) | N1.5–N1.7 (sharing & grouping); N2.3 (patterns & repeated structure) |
| IB PYP Mathematics | Patterns and relationships; Fair sharing and equal groups |