💡 Lesson Overview
In this lesson, students build LEGO® models and use them to create math stories — short narratives that show joining or separating actions.
Math stories help children understand what addition and subtraction mean, not just how to write equations.
Students will:
- create a model
- describe an action happening in that model
- turn the action into a story
- write an equation to match
- supports purposeful decision-making when choosing a model
🔹 Concept Note: "Math stories start from actions, not numbers. The action is the meaning behind the equation."
Aligned with Common Core (1.OA.A.1), 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 tell math stories. We will use our models to create stories about adding bricks together or taking bricks away."
💡 This simple statement helps students understand the purpose of the lesson and makes their actions more meaningful and focused.
🎯 Learning Goals
Operations Meaning
Understand addition as "putting together"
Understand subtraction as "taking apart / taking away"
Model-Based Reasoning
Use model attributes (colour, shape, layers) to define story events
Mathematical Language
Use: join, add, take away, separate, leftover, part, whole, attribute
Representation
Convert story → equation
Recognize stories as meaningful representations of operations
Communication
Explain reasoning clearly
Speak in full mathematical sentences
🧠 Skills Developed
| Domain | Focus in this Lesson |
|---|---|
| Mathematics | meaning of operations, story problems |
| Reasoning | linking actions to equations |
| Communication | math talk using precise vocabulary |
| Literacy | narrative phrasing of mathematical events |
| Representation | story → model → equation |
| Collaboration | co-creating stories |
🧰 Teacher Preparation
Materials per team (typically 2–4 students; up to 5–6 if needed)
200–300 LEGO® bricks
1 device with Brickit App
Student Recording Sheet – Math Stories
Teacher Observation Checklist
Mini whiteboards
Before class
Write two examples on the board: "There were 5 bricks on the top. I added 3 more. Now there are 8." "There were 7 bricks. 2 fell off. Now there are 5."
🔸 Teacher Anchor Sentence:
"Math stories start from actions, not numbers. First think about what happens to the bricks, then write the equation."
This is the core principle that US teachers emphasize.
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
A real model gives students a tangible context for actions.
Math stories become meaningful when they connect to something physical that students can see and manipulate.
📄 Student Recording Sheet
Print this worksheet for each student or group:
Lesson 1.6 – Math Stories (Addition & Subtraction)
Name: ______________________ Date: _______________
1. My model shows:
☐ putting together (addition)
☐ taking apart / taking away (subtraction)
2. My story:
3. My equation:
4. The attribute I used in my story:
☐ colour ☐ shape ☐ size ☐ layer ☐ position ☐ other: ____________
5. Draw your story:
📘 Lesson Flow
🧺 Sort the Pile
Duration: 5–8 minutes
👩🏫 Instructions
"Sort your bricks by an attribute. This helps you see attributes that you may use in your math story."
"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
- Organise for easy access during story creation
- If you see a sorting strategy you like, try it
👩🏫 Teacher Focus
- Reinforce: Sorting prepares students to identify meaningful parts of their model
- Accept any reasonable sorting strategy
- Notice which students organise for easy access
🟦 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 that has at least two parts or two colours. These help you tell a math story."
"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
- has at least two parts or two colours (for story creation)
Attributes to consider: two colours, two shapes, a top and bottom layer, something that can be "added" or "taken away".
👧👦 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" with clear parts
👩🏫 Teacher Focus
- Encourage models with at least two parts or two colours
- 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 clear parts 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 attributes stand out and which parts something could happen to."
👧👦 What You Need to Do
- Build collaboratively
- Help each other find pieces
- Notice which attributes stand out
- Substitute missing pieces with similar shapes/sizes
👩🏫 Teacher Focus
- Ask: "Which attribute stands out in your model?"
- Ask: "Which part could something happen to?"
- These questions prepare children to create a narrative based on real structure
- 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 story creation."
- 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 — Creating a Math Story
Duration: 10 minutes
🔸 "Math stories start from actions, not numbers."
👩🏫 Instructions
"Math stories start from actions, not numbers."
"What action could happen to your model?"
"Choose an action: adding more bricks, joining two parts, building up, removing bricks, part breaking off, or taking apart two sections."
"Write a short story (1–2 sentences) describing the action using full sentences and a clear attribute."
👧👦 What You Need to Do
- Choose an action (addition or subtraction)
- Addition actions: adding more bricks, joining two parts, building up or extending
- Subtraction actions: removing bricks, part breaking off, taking apart two sections
- Write a short story (1–2 sentences) describing the action
- Use full sentences and a clear attribute
Example:
"I had 4 blue bricks on the bottom layer. I added 3 red bricks on top. Now I have 7 bricks."
👩🏫 Teacher Focus
- Reinforce: Stories start from actions, not numbers
- Support students who need help choosing an action
- Ensure stories use clear attributes
🟦 Teacher Tip
Stories based on actions build conceptual understanding. Students see that equations represent real actions, not abstract numbers.
🔁 If students struggle…
- If students start with numbers: "Start with an action. What could happen to your model?"
- If story is unclear: "Tell me: what action happened? Use full sentences."
- If attribute is missing: "Which attribute did you use? Colour, shape, or size?"
🔍 Mathematical Exploration — Writing the Equation
Duration: 5 minutes
👩🏫 Instructions
"Your equation represents the action in your story."
"Write an addition or subtraction equation. Numbers should match the action, not be random digits."
👧👦 What You Need to Do
- Write an addition or subtraction equation
- Numbers that match the action in your story
- Examples: 4 + 3 = 7, 7 – 2 = 5
- Write equation on Recording Sheet
👩🏫 Teacher Focus
- Ensure equations match the story actions
- Support students who need help connecting story to equation
- Reinforce: Equations represent actions
🟦 Teacher Tip
Equations connect concrete stories to abstract symbols. Students see that 4 + 3 = 7 describes their actual story action.
🔁 If students struggle…
- If equation doesn't match story: "Check your story — what numbers are in it? Use those in your equation."
- If students use random numbers: "Your equation should match your story. What numbers are in your story?"
- If format is unclear: "Show me: number + number = total (or number - number = total)."
⚖️ Comparison & Reasoning
Duration: 5–7 minutes
👩🏫 Instructions
"Share your stories and equations with the class."
Your teacher will ask:
- "What attribute helped you tell your story?"
- "What action happened in your story?"
- "How does the equation represent that action?"
- "Is this story addition or subtraction? Why?"
👧👦 What You Need to Do
- Present your stories and equations
- Explain which attribute you used
- Describe the action in your story
- Explain how the equation represents the action
- Answer comparison questions in full sentences
👩🏫 Teacher Focus
- Highlight connections between stories and equations
- Reinforce: Equations represent actions
- Celebrate clear explanations
- This builds conceptual clarity
🟦 Teacher Tip
Sharing builds understanding. Students see that different stories can lead to similar equations, and that equations always represent real actions.
🔁 If students struggle…
- If explanation is unclear: "Tell me: what action happened? How does your equation show that?"
- If students can't connect story to equation: "Look at your story — what numbers are in it? Those should be in your equation."
💭 Reflection & Recording
Duration: 5 minutes
👩🏫 Instructions
"Complete your Recording Sheet with all your work."
"What strategy helped you create your math story today?"
"Did you try a new strategy or learn from someone else?"
👧👦 What You Need to Do
- Mark addition or subtraction on Recording Sheet
- Write story and equation
- Identify the attribute you used
- Draw your model
- Reflect on story creation strategies you used
👩🏫 Teacher Focus
- Collect evidence of learning through Recording Sheets
- Gather for formative assessment
- Take photos of models if helpful
- Quick interviews: "Tell me about your math story."
🟦 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 story and equation — make sure everything is recorded."
- If reflection is unclear: "Tell me: what action happened in your story?"
🧩 Differentiation
Emerging (Grade 1)
- Use colour as the attribute
- Simple join/take-away stories
- Numbers ≤10
Developing (Grade 2)
- Include multi-step narratives
- Numbers ≤20
Advanced (Grade 2–3)
- Create a two-action story (add then subtract)
- Write multiple equations for same story
🧮 Assessment Tools
Use during circulation.
| Skill | Observable Behaviour | Check |
|---|---|---|
| Story meaning | Story matches operation | ☐ |
| Attribute use | Identifies clear attribute | ☐ |
| Equation accuracy | Equation matches story action | ☐ |
| Vocabulary | Uses join, take away, leftover, attribute | ☐ |
| Reasoning | Explains story → equation link | ☐ |
| Collaboration | Works cooperatively | ☐ |
Success indicators:
Story correctly describes an action
Equation aligns with the story
Vocabulary used clearly and accurately
Student understands the meaning of the operation
🌿 Extensions & Challenges
Two Stories, Same Model
Write one addition and one subtraction story from the same model
Missing Information Story
Write a story where one number is blank; partner fills it
Rebuild Challenge
Change your model to create a new story
Story Swap
Swap your story with another group; check if their equation matches their story
📚 Curriculum Alignment
| Framework | Standards |
|---|---|
| Common Core (US) | 1.OA.A.1 — Solve addition/subtraction story problems; 1.OA.B — Understand meaning of operations; MP2 — Reason about actions in stories; MP4 — Model with mathematics |
| Cambridge Primary (Stage 1–2) | N1 — meaning of operations; M1 — describing actions and changes |
| IB PYP | "Mathematics describes relationships and actions in the world." "Stories are representations of mathematical thinking." |