💡 Lesson Overview
This is the culminating lesson of Unit 2. It consolidates all ideas from Lessons 2.1–2.4 and translates fractions from operations into meanings. This lesson shows children that fractions are about life, not just formulas.
Students create simple math stories involving halves, thirds, and quarters. They build LEGO models to represent these stories and explain story-based fractions using correct math language. This is the "culmination" of the unit: children don't just divide something into parts — they create meaning for where those parts belong.
The focus of this lesson is:
- creating simple math stories involving halves, thirds, and quarters
- connecting fractions to real-life situations
- building LEGO models to represent these stories
- using multiple representations (model, drawing, equation, sentence)
- demonstrating understanding of equal shares through narrative
- supports purposeful decision-making when choosing a model
🧠 Core Brickit Fraction Principle:
A fraction story starts from actions with a real model, not from numbers. Children first build something, then describe the parts, and only then connect it to fractions.
VERY IMPORTANT: "Math stories start from actions, not numbers."
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 to tell stories about fractions. We will use our models to create stories about halves, thirds, and quarters, and connect them to real life."
💡 This simple statement helps students understand the purpose of the lesson and makes their actions more meaningful and focused.
🎯 Learning Goals
Story Creation
Create simple math stories involving halves, thirds, and quarters
Connect fractions to real-life situations
Model Building
Build LEGO models to represent fraction stories
Use models as evidence for mathematical reasoning
Mathematical Language
Explain story-based fractions using correct math language
Use terms: half, third, quarter, equal, share, whole, part
Multiple Representations
Use multiple representations (model, drawing, equation, sentence)
Connect different forms of expression
Understanding
Demonstrate understanding of equal shares through narrative
Justify fairness using brick counts
Reasoning & Communication
Explain reasoning clearly
Speak in complete mathematical sentences
🧠 Skills Developed
| Domain | Focus in this Lesson |
|---|---|
| Mathematics | Fraction stories, equal shares, narrative-based fractions |
| Literacy | Storytelling, narrative sequencing, mathematical explanation |
| Problem Solving | Creating stories, adjusting models, finding solutions |
| Cognitive Skills | Reasoning about fractions, connecting actions to concepts |
| Communication | Using fraction vocabulary, explaining stories, presenting ideas |
| Creativity | Building coherent narratives, creating meaningful contexts |
🧰 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 Story Starters
You may optionally prepare story starters:
- a pizza
- a garden
- a robot
- a bridge
- a tower
- a vehicle
- a treasure chest
🟠 Teacher Note:
Keep stories simple and action-based. Students should explain how they divided and why it is fair.
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:
Fraction Stories – Lesson 2.5
Name: __________________ Date: ____________
My Fraction Story
I built: ______________________
My whole has ______ bricks.
My Story Includes:
1 half = ______ bricks
1 third = ______ bricks
1 quarter = ______ bricks
(Use only the fractions you worked with.)
My Story Sentence:
(example: "I built a garden. I shared it into 4 parts. Each helper gets 3 bricks of flowers.")
My Drawing:
(whole and shares)
Something I learned: ________________________
📘 Lesson Flow
🧺 Sort the Pile
Duration: 5–8 minutes
👩🏫 Instructions
"Sort your bricks by an attribute. Today you will use your bricks to tell a story about halves, thirds, or quarters."
"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 activates "attribute language" — an important STEM element
- Accept any reasonable sorting strategy
- Notice which students use attribute vocabulary
🟦 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.
- This immediately activates "attribute language" — an important STEM element.
📷 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/mid-sized model. This model will become your whole in your 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
👧👦 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.
🔁 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 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 your whole has. Choose a counting strategy that helps you stay accurate."
"Write the number on your Recording Sheet. This anchors the entire story."
👧👦 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
- Ensure accurate counting
- Reinforce: This is the "whole" that anchors the story
- 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.
🔍 Explore How to "Tell a Fraction Story"
Duration: 5 minutes
🟠 VERY IMPORTANT
Stories begin with actions, not with numbers:
"Math stories start from actions, not numbers."
Children understand fractions through events.
👩🏫 Instructions
"Math stories start from actions, not numbers."
Here are some examples:
"I built a tower for 3 friends. We split it into 3 equal parts. Each friend gets 4 bricks."
"I built a pizza. I cut it into 4 equal parts. Each slice has 2 bricks."
👧👦 What You Need to Do
- Listen to examples
- Notice that stories start with actions
- Understand that fractions come from real events
👩🏫 Teacher Focus
- Model simple fraction stories
- Reinforce: Stories begin with actions, not numbers
- Ensure students understand the format
🟦 Teacher Tip
Stories based on actions build conceptual understanding. Students see that fractions represent real sharing events, not abstract numbers.
🔁 If students struggle…
- If students start with numbers: "Start with an action. What happened? Who shared what?"
- If story is unclear: "Tell me: what did you build? Who shared it? How many parts?"
🔍 Students Create Their Fraction Stories
Duration: 15 minutes
🔸 "Math stories start from actions, not numbers."
👩🏫 Instructions
"This is the heart of the lesson. Create your fraction story:"
"Take apart your whole. Rebuild it into a simple scene (robot, garden, vehicle, tower…)."
"Choose one type of fraction: halves, thirds, or quarters."
"Divide your creation into equal shares. Justify fairness by counting bricks."
👧👦 What You Need to Do
- Take apart your whole
- Rebuild it into a simple scene (robot, garden, vehicle, tower…)
- Choose one type of fraction: halves, thirds, or quarters
- Divide your creation into equal shares
- Justify fairness by counting bricks
- This step develops: reasoning, creativity, narrative sequencing, mathematical explanation
👩🏫 Teacher Focus
- Ask: "Who are the characters in your story?"
- Ask: "How many equal shares do you need?"
- Ask: "How will you make the shares fair?"
- Ask: "Do the parts need to look the same? Why or why not?"
- Ask: "How many bricks are in each share?"
- Reinforce: Stories start from actions, not numbers
🟦 Teacher Tip
Stories based on actions build conceptual understanding. Students see that fractions represent real sharing events, not abstract numbers.
🔁 If students struggle…
- If students start with numbers: "Start with an action. What happened? Who shared what?"
- If shares are unequal: "Count bricks in each share. Do they match?"
- If story is unclear: "Tell me: what did you build? Who shared it? How many parts?"
🔍 Write and Draw the Story
Duration: 8 minutes
👩🏫 Instructions
"Fill out your Recording Sheet with your story:"
"Write what you built, how many bricks the whole had, how many bricks each share has, and your math story sentence."
"Draw your whole and shares."
👧👦 What You Need to Do
- Write what you built
- Write how many bricks whole had
- Write how many bricks each share has
- Write your math story sentence
- Draw whole and shares
👩🏫 Teacher Focus
- Circulate to support clarity of explanation
- Ensure stories start with actions, not numbers
- Check that fairness is justified by counting bricks
🟦 Teacher Tip
Multiple representations build understanding. Students see their story in words, numbers, and drawings — this reinforces learning.
🔁 If students struggle…
- If Recording Sheet is incomplete: "Check your story — make sure you wrote what you built, the numbers, and the story sentence."
- If story starts with numbers: "Start with an action. What happened first?"
- If drawing is unclear: "Show me your whole and your shares in the drawing."
💭 Story Sharing & Reasoning Discussion
Duration: 5–7 minutes
👩🏫 Instructions
"Groups present their stories."
Think about these questions:
- "How do you know your sharing is fair?"
- "Why did you choose halves/thirds/quarters?"
- "What changed when you used more shares?"
- "What is your rule about fractions?"
"The same whole can tell many different math stories."
👧👦 What You Need to Do
- Present your fraction stories
- Explain how you know sharing is fair
- Explain why you chose halves/thirds/quarters
- Answer discussion questions
- Share your rule about fractions
👩🏫 Teacher Focus
- Reinforce: The same whole can tell many different math stories
- Celebrate clear explanations
- Support students who need help articulating reasoning
🟦 Teacher Tip
Sharing builds understanding. Students see that different teams can create different stories from similar wholes — this is the key learning outcome.
🔁 If students struggle…
- If explanation is unclear: "Tell me: how did you check fairness? Did you count the bricks?"
- If students can't explain: "Why did you choose halves/thirds/quarters? What made sense for your story?"
🧩 Differentiation
Emerging Learners (Grade 1)
- Story with halves only
- Teacher provides a very simple story frame
- Focus: fairness by counting bricks
Developing Learners (Grade 2)
- Choose: halves, thirds, or quarters
- Write full sentences
- Explain fairness clearly
Advanced Learners (Grade 2–3)
- Create multiple stories from the same whole
- Mix fractions in one story
- Explain how changing whole affects the shares
🧮 Teacher Observation Checklist
Use during circulation.
| Skill | Evidence | Check |
|---|---|---|
| Whole understanding | Counts bricks in whole | ☐ |
| Equal sharing | Creates equal shares | ☐ |
| Story reasoning | Connects actions to fractions | ☐ |
| Representation | Draws and writes story | ☐ |
| Explanation | Uses correct math language | ☐ |
| Creativity | Builds coherent narrative | ☐ |
🌿 Extension Ideas
Fraction Comic Strip
3-panel LEGO comic showing a fraction story
Fraction Café
Build food items and split into equal parts
Multiple Stories from One Whole
Compare different partitionings
Fair or Unfair?
Students critique fictional stories
📚 Curriculum Alignment
| Framework | Standards |
|---|---|
| Common Core (US) | 1.G.A.3, 2.G.A.3 — fractions as equal shares; MP2 — reasoning; MP3 — explain thinking; MP4 — model with mathematics |
| Cambridge Primary (Stage 1–2) | M2.3 — equal parts and sharing; M2.2 — reasoning in context |
| IB PYP Mathematics | "Storytelling + mathematical modelling." "Inquiry & communication." |