💡 Lesson Overview
In this lesson, students learn that a whole can be divided into equal parts. They build a LEGO® model, then divide it into halves and quarters, checking fairness by counting bricks — not by size or shape.
The focus of this lesson is:
- understanding that a whole can be divided into equal parts
- creating two equal parts (halves) using LEGO bricks
- creating four equal parts (quarters)
- checking fairness using amount of bricks
- explaining reasoning using mathematical language
- supports purposeful decision-making when choosing a model
🧠 Key Mathematical Principle:
Equal parts do not need to look identical. Equal parts contain the same number of bricks (or the same number of studs when that is easy to count).
Designed for Grades 1–2, with extensions for Grade 3. Aligned with Common Core (1.G.A.3, 2.G.A.3), Cambridge Primary (Stage 1–2), and IB PYP.
Part of the Brickit approach — transforming existing LEGO® bricks into meaningful learning.
🎯 Today's Goal for Students
👩🏫 What to tell your students at the start of the lesson:
"Today we are learning about equal parts. We will divide our model into two equal parts (halves) and four equal parts (quarters). Equal parts 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
Fractions & Parts of a Whole
Understand that a whole can be divided into equal parts
Create two equal parts (halves) using LEGO bricks
Create four equal parts (quarters)
Fairness & Equality
Check fairness using amount of bricks
Recognize that equal parts may look different
Mathematical Language
Use terms: whole, part, half, quarter, equal, fair
Explain reasoning using complete sentences
Reasoning & Problem Solving
Adjust parts to make them equal
Explain why parts are equal or not equal
Representation
Represent thinking using multiple representations
Draw whole and equal parts
Collaboration
Work cooperatively to divide and check parts
Share reasoning with partners
🧠 Skills Developed
| Domain | Focus in this Lesson |
|---|---|
| Mathematics | Fractions, equal parts, halves, quarters |
| Data Organisation | Dividing wholes into equal groups, counting bricks |
| Cognitive Skills | Problem solving, adjusting parts, checking fairness |
| Communication | Using fraction vocabulary, explaining reasoning |
| Collaboration | Working together to divide and verify |
| Problem Solving | Adjusting parts when totals don't divide evenly |
🧰 Teacher Preparation
Materials per team (typically 2–4 students; up to 5–6 if needed)
200–400 mixed LEGO® bricks
1 device with Brickit App for Schools
Printed Student Recording Sheet (1 per student)
Teacher Observation Checklist
Optional: sorting trays, mini whiteboards
Environment
Tables arranged so bricks can be spread for scanning
Space between groups for easy teacher movement
Before the lesson
Pre-scan one sample pile to check lighting and camera distance
Prepare board space for examples of halves and quarters
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
Every Brickit Math lesson begins with: Sort → Scan → Choose → Build.
This routine:
- reduces frustration by organising the pile
- helps students understand what pieces they have
- allows them to make meaningful choices
- builds motivation and ownership
- creates a concrete model that becomes the foundation for mathematical thinking
- strengthens problem solving when substitutions are needed
- supports tactile and visual learners
- aligns with inquiry-based mathematics (Common Core, PYP, Cambridge)
Building is not optional: it is the engine that drives mathematical exploration in this lesson.
📄 Student Recording Sheet
Print this worksheet for each student or group:
Equal Parts: Halves & Quarters – Lesson 2.1
Name: __________________ Date: ____________
My whole model:
I built a model using ______ bricks.
My halves:
Part 1 has ______ bricks.
Part 2 has ______ bricks.
They are equal because ______________________.
My quarters:
Each part has ______ bricks.
I know they are equal because __________________.
My drawing:
(draw your whole and its equal parts)
Something I learned today: ________________________________
📘 Lesson Flow
🧺 Sort the Pile
Duration: 5–8 minutes
👩🏫 Instructions
"Sort your bricks by an attribute. Sorting helps us build and compare more easily."
"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."
"Today we will use the number of bricks to check if parts are equal."
👧👦 What You Need to Do
- Sort by chosen attribute (colour families, shape, height, or studs)
- Do not aim for perfect sorting
- Organise the pile for easy access
- If you see a sorting strategy you like, try it
👩🏫 Teacher Focus
- Reinforce: Sorting is mathematical thinking
- Remind: We will count bricks to check fairness
- Accept any reasonable sorting strategy
🟦 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 small or medium model as your whole. This model will be divided into equal parts."
"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
- can be split into equal parts (even numbers work best)
👧👦 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
🟦 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.
🟠 Teacher Note
If a chosen model has a number of bricks that is hard to split equally (for example, 11 bricks), students may:
- add or remove 1 brick to make an easier total
- or choose a different model that can be split fairly
This is also a good moment to talk about why some totals are easier to share.
🔁 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.
🧱 Build the Whole
Duration: 5–8 minutes
🧠 Strategy Awareness
You may count in different ways (ones, groups of 2, groups of 5). Notice how others work and try new strategies. Strategies are optional; accuracy is the goal.
👩🏫 Instructions
"Now build your chosen model. This will be your whole."
"Count how many bricks are in your whole. Choose a counting strategy that helps you stay accurate."
"Write the number on your Recording Sheet."
👧👦 What You Need to Do
- Build the chosen model collaboratively
- Count total bricks in the model
- Choose a counting strategy (ones, groups of 2, groups of 5)
- Record the total on Recording Sheet
👩🏫 Teacher Focus
- Ask: "What attributes can you see in your model?"
- Ensure accurate counting
- Reinforce: This is the "whole"
- Observe counting strategies used
🟦 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 counting."
- If count seems wrong: "Try counting again using a different method."
- 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.
🔍 Make Two Equal Parts (Halves)
Duration: 10 minutes
👩🏫 Instructions
"Now split your whole into two equal parts. Equal parts must have the same number of bricks. Parts may look different in shape."
"Fairness is about amount, not shape."
"You may take the whole apart and rebuild it to make halves easier."
👧👦 What You Need to Do
- Divide the model into two parts
- Count bricks in each part
- Adjust until both parts have the same number of bricks
- Record on Recording Sheet
👩🏫 Teacher Focus
- Ask: "How many bricks are in each part?"
- Ask: "Are your halves fair? How do you know?"
- Ask: "If the halves are not fair yet, what can you change?"
- Reinforce: Equal shares contain the same number of bricks. Shapes may differ.
🟦 Teacher Tip
Fairness is about amount, not shape. Students may create halves that look different but have the same number of bricks — this is correct.
🟠 If total is odd and they cannot divide evenly
Teacher suggests removing or adding 1 brick to get an even number. This is discussed as part of fair division.
🔁 If students struggle…
- If parts are unequal: "Count bricks in each part. Do they match?"
- If students focus on shape: "Fairness is about number of bricks, not shape. Count the bricks."
- If total is odd: "Try adding or removing 1 brick to make an even number."
🔍 Make Four Equal Parts (Quarters)
Duration: 10 minutes
👩🏫 Instructions
"Now try to split your whole into four equal parts. Make 4 groups, count bricks in each group, and adjust until all 4 groups have the same number of bricks."
"Extension: Can you find two different ways to build quarters from the same whole number of bricks?"
👧👦 What You Need to Do
- Make 4 groups from the whole
- Count bricks in each group
- Adjust until all 4 groups have the same number of bricks
- Record on Recording Sheet
- Optional: find two different ways to build quarters
👩🏫 Teacher Focus
- Ask: "How many bricks are in each quarter?"
- Ask: "Do all four groups match?"
- Ask: "What did you need to change to make them equal?"
- Support students who struggle to create 4 equal groups
🟦 Teacher Tip
More parts means fewer bricks per part. Students will notice that quarters have fewer bricks than halves — this is the key concept.
🔁 If students struggle…
- If groups are unequal: "Count bricks in each group. Do they all match?"
- If students can't make 4 groups: "Start with just 2 groups, then split each into 2 more."
- If total doesn't divide evenly: "Try adding or removing bricks to make a number that divides by 4."
⚖️ Comparison & Reasoning
Duration: 3–5 minutes
👩🏫 Instructions
Your teacher will ask:
- "Which is bigger — one half or one quarter of the same whole?"
- "Why do quarters have fewer bricks than halves?"
"When we make more equal parts of the same whole, each part has fewer bricks."
"Explain your reasoning using complete sentences."
👧👦 What You Need to Do
- Compare halves and quarters
- Explain which is bigger and why
- Articulate reasoning using complete sentences
- Use mathematical vocabulary: whole, half, quarter, equal parts
👩🏫 Teacher Focus
- Reinforce: More parts = fewer bricks per part
- Celebrate clear explanations
- Support students who need help articulating reasoning
🟦 Teacher Tip
Comparison builds understanding of fractions. Students see that 1/2 is bigger than 1/4 because halves have more bricks than quarters.
🔁 If students struggle…
- If explanation is unclear: "Tell me: how many bricks in one half? How many in one quarter? Which is bigger?"
- If students can't compare: "Look at your Recording Sheet — compare the numbers."
💭 Reflection & Recording
Duration: 5 minutes
👩🏫 Instructions
"Complete your Recording Sheet with all your work."
"What strategy helped you divide into equal parts today?"
"Did you try a new strategy or learn from someone else?"
👧👦 What You Need to Do
- Write totals for whole, halves, quarters
- Explain why parts are equal
- Draw whole and equal parts
- Write one thing you learned
- Reflect on division strategies you used
👩🏫 Teacher Focus
- Collect evidence of learning through Recording Sheets
- Circulate with observation checklist
- Take photos of models if helpful
- Quick interviews: "Tell me about your equal parts."
🟦 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 totals for whole, halves, and quarters — make sure everything is recorded."
- If reflection is unclear: "Tell me: how did you make equal parts?"
- Counts correct
- Equal parts checked by brick count
- Explanations in full sentences
- Drawings match the actions
🧩 Differentiation
Emerging Learners (Grade 1)
- Work only with halves
- Use loose bricks for groups before rebuilding the model
- Focus on counting to verify equality
Developing Learners (Grade 2)
- Make both halves and quarters
- Explain reasoning aloud
- Compare halves and quarters
Advanced Learners (Grade 2–3)
- Try different ways to divide
- Try 3 parts as a bridge to thirds
- Explain why some numbers are easier to divide
🧮 Teacher Observation Checklist
Use during circulation.
| Skill | Observable Behaviour | Check |
|---|---|---|
| Whole | Identifies and counts whole model | ☐ |
| Halves | Splits into 2 equal groups (by brick count) | ☐ |
| Quarters | Splits into 4 equal groups | ☐ |
| Fairness | Uses counting to justify equality | ☐ |
| Reasoning | Explains thinking in sentences | ☐ |
| Representation | Draws whole and parts | ☐ |
| Collaboration | Works with group | ☐ |
🌿 Extensions & Challenges
Different Ways
Find two different ways to build quarters from the same whole number of bricks
Thirds Challenge
Try dividing into 3 equal parts as a bridge to thirds
Odd Numbers
Explore why some numbers are easier to divide than others
📚 Curriculum Alignment
| Framework | Standards |
|---|---|
| Common Core (US) | 1.G.A.3, 2.G.A.3, MP2, MP3, MP6 |
| Cambridge Primary (Stage 1–2) | M2.3 |
| IB PYP Mathematics | "Parts and wholes help describe relationships." "Hands-on inquiry builds understanding." |