How to Start Using LEGO® Bricks to Teach Math

by Shirley Disseler
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Have you visited an elementary math classroom lately? With the emphasis on testing and accountability, many schools have created factory-like models of education. We know worksheet repetition is not what motivates children to learn. Is there a better way to teach math?

Yes!

I’ve had tremendous success using LEGO® bricks as a math manipulative. Bringing out the bricks that children know and love immediately adds excitement to the classroom.

Classroom management is key when teaching with bricks. So, here are ten tips to help you when you’re starting to use the Brick Math Series program:

1. Make sure you have the bricks you need for the activities you plan to do. If you don’t have the right mix of bricks, revise the activity to meet the bricks you have or buy the bricks you need. (The Brick Math Series books have a list of all the bricks needed for the activities at the start of each chapter.)
2. Label all the brick sets with names or a number and assign students to those sets for the semester. Students will be responsible to keep their sets in order if they know they will be using that set every time. The sets for the Brick Math Series work for two students per set.
3. Start with small groups of students in a guided math situation. Graduate to using the program with the whole class.
4. Teach students the names of the bricks (1x2, 2x4, etc.) and use the word “studs” when referring to the bumps on top.
5. Use a baseplate for each student to keep models together and keep bricks in one area.
6. Set time limits for building models. Too much time to build, and some students will start playing with the bricks!
7. Ask students “Why?” a lot as students create solutions to problems posed in the activities. The whole point is developing deeper understanding of the underlying math.
8. Teach the “Show them how” part first before allowing students to do activities on their own. This way, they will learn the “how” and won’t be confused when they are working on the “Show what you know” part.
9. Make colored pencils/crayons/markers available so students can draw colorful models of their solutions.
10. Require that students build models, draw their models, and write explanations of the models for each problem. All three steps are important for internalizing the learning.

Remember: with excitement comes noise! The difference is that this is productive noise. Start small, build up levels of difficulty, and differentiate the level for your students. You’ll find your students are excited and motivated to learn mathematics!

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