Lesson 1.7 — Brick Counting Challenge | Unit 1 — Math Grades 1-2
🧩

Unit 1 – Counting & Number Sense
Lesson 1.7 — Brick Counting Challenge

Assessment through hands-on exploration, comparison, compositions, and math stories
📚 Grades: 1–2
⏱️ Duration: 45–60 minutes
👥 Team size: 2–4 students (up to 5–6 if needed)
🤝 Format: Collaborative + Independent tasks
Low-stakes, high-engagement assessment
Version: 1.1225.07

Tip: you can also choose "Save as PDF" in your browser's print dialog.

💡 Lesson Overview

This lesson serves as the Unit 1 mastery check. Students complete a multi-part challenge based on their own LEGO® model:

  1. count bricks
  2. compare attributes
  3. identify and create equal groups
  4. compose the total in different ways
  5. create a math story
  6. write matching equations
  7. supports purposeful decision-making when choosing a model

The goal is not to test speed, but to observe understanding:

  • Do they understand "attributes"?
  • Can they organize bricks logically?
  • Can they compare accurately?
  • Can they group equally?
  • Do they understand part–whole?
  • Can they represent numbers in multiple ways?
  • Do they understand addition and subtraction as actions?

This is exactly what US teachers check when assessing foundation in Grades 1–2.

🎯 Today's Goal for Students

👩‍🏫 What to tell your students at the start of the lesson:

"Today we are showing everything we learned about counting. We will count accurately, compare models, make equal groups, and tell math stories."

💡 This simple statement helps students understand the purpose of the lesson and makes their actions more meaningful and focused.

🎯 Learning Goals (Assessment Objectives)

Counting & Accuracy

Count up to 20 bricks precisely

Check totals independently

Attributes & Comparison

Compare height, width, and number of bricks

Use comparative vocabulary

Grouping (Repeated Addition Foundations)

Identify repeating groups

Create equal groups when possible

Number Composition

Create at least two multiple representations of the total

Operations Meaning

Create addition or subtraction stories from model actions

Write matching equations

Communication

Use complete sentences

Describe reasoning with attributes and representations

🧠 Skills Observed

Domain Focus
Counting accuracy, strategy, checking
Measurement comparison by attributes
Early Algebra multiple representations
Operations meaning of joining/taking apart
Reasoning justification of decisions
Data Organisation grouping, sorting, sequencing
Communication math talk, vocabulary, clarity

🧰 Teacher Preparation

Materials per team (typically 2–4 students; up to 5–6 if needed)

300–400 LEGO® bricks

1 device with Brickit App

Unit 1 Assessment Recording Sheet (student)

Teacher Rubric (one per student/group)

Mini whiteboards

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 note:

"This is an assessment of understanding, not memorisation. We are watching how students use actions, attributes, and representations."

📄 Student Recording Sheet

Print this worksheet for each student or group:

Lesson 1.7 – Brick Counting Challenge (Assessment)

Name: __________________ Date: ___________

1. Total number of bricks in my model: ______

2. Comparisons

My model is:

• ______ (taller/shorter) than ______

• ______ (wider/narrower) than ______

• My model has ______ more bricks than ______

3. Equal Groups

I found ______ equal groups of ______.

Equation (optional): ______ groups × ______ = ______

4. Number Compositions

1. ______ + ______ = ______

2. ______ + ______ + ______ = ______

3. Representation with equal groups (optional): ______

5. Math Story

My story shows: ☐ addition (putting together) ☐ subtraction (taking away)

Story: __________________________________

Equation: _________________________________

6. Attribute Used in My Reasoning:

☐ colour ☐ shape ☐ size ☐ layer ☐ position ☐ group pattern

7. Draw your model + groups or story:

📘 Lesson Flow

Sort Scan Build Explore Reflect
0

🧺 Sort the Pile

🎯 Goal: Organise bricks and prepare for today's challenge. Sorting helps see attributes you'll use and builds readiness.

Duration: 5–8 minutes

👩‍🏫 Instructions

"Sort your bricks by an attribute. Sorting helps you see the attributes you'll use in today's challenge."

"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 — classification, identifying attributes
  • Accept any reasonable sorting strategy
  • Assess: classification, identifying attributes

🟦 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.
  • Sorting is assessed: classification, identifying attributes
1

📷 Scan & Choose a Model

🎯 Goal: Students choose a model they can build successfully. Choice builds ownership and motivation for assessment tasks.

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 your model. Choose one 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 build problem-solving skills."

📋 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

👧👦 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"

👩‍🏫 Teacher Focus

  • Ensure each team makes their own choice
  • Reinforce: Every choice is valid
  • If your Brickit shows piece-count, guide toward 8–15 bricks
  • Observe independent decision making

🟦 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 assessment
  • Move to assessment 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.
2

🧱 Building the Model

🎯 Goal: Create a concrete model for assessment tasks. Building develops fine motor skills and prepares for assessment challenges.

Duration: 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."

👧👦 What You Need to Do

  • Build collaboratively
  • Help each other find pieces
  • Substitute missing pieces with similar shapes/sizes

👩‍🏫 Teacher Focus

  • Walk around and listen for: attribute vocabulary
  • Observe: independent decision making
  • Note: flexibility when substituting pieces
  • Assess: 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 assessment challenges."
  • 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 assessment challenges with an incomplete model.
3

🔍 Counting Challenge

🎯 Goal: Assess counting accuracy and strategy. Students demonstrate counting skills and show their method.

Duration: 5–7 minutes

👩‍🏫 Instructions

"Count the bricks in your model. Show your strategy — grouping, layering, or repeated counting."

"Record your total on your Recording Sheet."

👧👦 What You Need to Do

  • Count bricks in the model
  • Show strategy (grouping, layering, repeated counting)
  • Record total

👩‍🏫 Teacher Focus

  • Assess: counting accuracy
  • Assess: counting strategy
  • Note: Teacher assesses accuracy and method, not speed

🟦 Teacher Tip

Multiple strategies are valid. Students may count by ones, groups of 2, groups of 5, or by attributes. Accuracy matters more than speed.

🔁 If students struggle…

  • If count seems wrong: "Try counting again using a different method."
  • If students skip bricks: "Point to each brick as you count."
  • If strategy is unclear: "Show me how you're counting."
4

⚖️ Comparison Challenge

🎯 Goal: Assess comparison by attributes. Students compare models using one attribute at a time.

Duration: 5–7 minutes

👩‍🏫 Instructions

"Compare your model with another team's model. Compare by one attribute at a time."

Your teacher will ask: "Which attribute are you comparing?"

Your teacher will ask: "How do you know it is taller/wider?"

"Write a comparison sentence."

👧👦 What You Need to Do

  • Compare by one attribute at a time
  • Write comparison sentences
  • Use evidence to support comparison

👩‍🏫 Teacher Focus

  • Assess: correct attribute
  • Assess: complete sentence
  • Assess: evidence-based comparison

🟦 Teacher Tip

One attribute at a time prevents confusion. Students should clearly identify which attribute they're comparing and provide evidence.

🔁 If students struggle…

  • If students mix attributes: "Choose just one attribute. Are you comparing height, width, or number?"
  • If comparison is unclear: "Use a full sentence: 'My model is taller by ___ layers.'"
  • If evidence is missing: "How do you know? Show me the evidence."
5

🔍 Equal Groups Challenge

🎯 Goal: Assess grouping and pattern recognition. Students identify patterns and create equal groups if possible.

Duration: 5–7 minutes

👩‍🏫 Instructions

"Look for patterns in your model: same shapes, same colours, repeating parts, or structural repetition."

"Create equal groups if possible."

👧👦 What You Need to Do

  • Look for: same shapes, same colours, repeating parts, structural repetition
  • Create equal groups if possible
  • Show grouping strategy

👩‍🏫 Teacher Focus

  • Observe: grouping strategy
  • Assess: recognition of patterns
  • Assess: understanding of repeated addition

🟦 Teacher Tip

Not all models have equal groups. Students should identify patterns first, then create equal groups if the model allows it.

🔁 If students struggle…

  • If patterns are unclear: "Look for bricks that are the same — same colour, same shape, or same size."
  • If groups are unequal: "Count each group. Do they all have the same number?"
  • If no equal groups possible: "That's okay — not all models have equal groups. Show me the patterns you found."
6

🔍 Number Composition Challenge

🎯 Goal: Assess multiple representations. Students show that one total can be represented in different ways.

Duration: 7 minutes

👩‍🏫 Instructions

"Create different compositions of your total. Show 2-part composition and 3-part composition."

"Optional: show equal-group representation."

"These are multiple representations of the same total."

👧👦 What You Need to Do

  • Create 2-part composition
  • Create 3-part composition
  • Optional: create equal-group representation
  • Write equations on Recording Sheet

👩‍🏫 Teacher Focus

  • Assess: multiple representations
  • Check: all compositions equal the same total
  • This checks real number sense

🟦 Teacher Tip

Multiple representations build number sense. Students see that 4 + 5, 3 + 6, and 2 + 7 all equal 9 — the same total shown in different ways.

🔁 If students struggle…

  • If compositions don't match total: "Check your total — all compositions should equal the same number."
  • If students can't create 3-part: "Start with 2-part composition, then try adding a third part."
  • If format is unclear: "Show me: number + number = total."
7

🔍 Math Story Challenge (Addition or Subtraction)

🎯 Goal: Assess understanding of operations as actions. Students create math stories based on real actions.

Duration: 10 minutes

🔸 "Math stories start from actions, not numbers."

👩‍🏫 Instructions

"Math stories start from actions, not numbers."

"Choose one action: joining (addition) or separating/removing (subtraction)."

"Write a 1–2 sentence story describing the action, then write a matching equation."

👧👦 What You Need to Do

  • Choose one action: joining = addition, separating/removing = subtraction
  • Write 1–2 sentence story
  • Write matching equation

👩‍🏫 Teacher Focus

  • Assess: action is clear
  • Assess: equation matches action
  • Assess: vocabulary used accurately

🟦 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 equation doesn't match story: "Check your story — what numbers are in it? Use those in your equation."
  • If vocabulary is unclear: "Use precise words: joining, adding, separating, removing."
8

💭 Reflection & Review

🎯 Goal: Capture learning and complete assessment. Students reflect on their work and identify what was easy or challenging.

Duration: 3 minutes

👩‍🏫 Instructions

"Complete your Recording Sheet with all your work."

"What strategy helped you today?"

"Did you try a new strategy or learn from someone else?"

👧👦 What You Need to Do

  • Identify attribute you used
  • Identify representation you used
  • Identify what was easy / challenging
  • Complete Recording Sheet

👩‍🏫 Teacher Focus

  • Collect evidence of learning through Recording Sheets
  • Complete rubric
  • Take photos of models if helpful
  • Quick interviews: "Tell me about your work today."

🟦 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 all your challenges — make sure everything is recorded."
  • If reflection is unclear: "Tell me: which challenge was easiest? Which was hardest?"

🧩 Differentiation

Emerging

  • Count ≤10
  • Single comparison
  • 1 composition
  • Simple story

Developing

  • Count ≤20
  • Two comparisons
  • 2–3 compositions
  • Clear story

Advanced

  • Multi-step stories
  • Multiple compositions
  • Grouping equation

🧮 Teacher Assessment Rubric

Use this rubric to assess each student or group.

Skill 1 – Beginning 2 – Developing 3 – Proficient 4 – Advanced
Counting inaccurate counts w/support counts independently uses strategy
Attributes limited identifies 1 compares confidently uses multiple attributes
Grouping random sets partial groups correct equal groups creates pattern/general rule
Compositions 1 attempt 2 attempts ≥2 correct compositions multiple representations clearly explained
Story Meaning unclear partial action correct action nuanced story w/details
Equation mismatch minor errors correct multiple accurate equations
Communication limited short phrases clear sentences strong mathematical language

🌿 Extension Options

The Great Number Swap

Swap totals & create compositions for another student's total

Rebuild with Same Total

New model, same number

Two-Action Story

Add then subtract in one narrative

Pattern Hunt

Find repeating patterns in class models

📚 Curriculum Alignment

Framework Standards
Common Core (US) 1.OA.A.1 — story problems; 1.MD.A — comparisons by attribute; 1.OA.C.6 — composing/decomposing; MP2, MP3, MP4, MP6
Cambridge Primary N1–N2 (part–whole, operations); M1–M2 (attributes, comparisons)
IB PYP "Mathematics helps describe relationships and actions in the world." "Representations deepen understanding."

📚 Lesson Navigation

All Lessons in Unit 1: