Towering Arithmetic: Lego Building and Number Operations

Slide 1

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Jenga Tower Arithematic: To conduct this activity, print the number operations worksheet and cut out each problem sum to be put on Jenga bricks as labels. You can watch this video tutorial to see how Jenga could be utilized in the classroom.

Based on the number of groups in your classroom, keep Jenga bricks stacked as towers ready. Ensure that the problem label faces the top and the answer label faces the ground, such that when a block is pulled out, the problem is visible to the learners first.

Slide 7

Introduce learners to the task. Share that two groups would compete over a game of Jenga. This Jenga game would be a little different from the usual Jenga games. Each Jenga block has a mathematical problem written on top. A team must answer the problem correctly if they pull a block out. If the answers are correct, they can keep the Jenga block with them. They must put it back safely in the Jenga Tower if it is incorrect. When the tower falls, the team with the most blocks wins the game. 

Guide two teams to sit facing one another with the Jenga tower in between. The rules for the game, of which the learners are to be informed, are: 

• From any level of the tower, proceed one block on a turn (except the one below an incomplete top level) 
• To finish it, if you’ve answered it incorrectly,  place it on the highest level possible. If you’ve answered correctly, you will keep the block to yourself. 
• Players can only use one hand at a time. 
• Players can tap a block to locate a loose block. Replace any moved but unplayed blocks unless doing so will cause the tower to collapse. The turn is over whenever the following player touches the tower or ten seconds have passed. 
• Once the timer starts, teams will begin to compete.

(Source: https://jenga.com/about.php)

NOTE: Teachers may check out these alternative activities as a less logistics-intensive alternative to Arithematic Jenga.

Slide 8

In this lesson section, learners would solve a number operations worksheet and receive instructions on creating a mystery monument upon solving it. 

• Begin by asking, “Have you ever created anything with Lego?” Wait for responses. Encourage learners to share what they have created with Lego. 
• Share that today; we would solve math problems to create a mystery tower. Upon correctly solving a math problem on the worksheet, learners would get to know the number of Lego bricks to be used in every step of the mystery monument creation.

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Introduce learners to the tool with the help of some guided practice on slides 10-14.
Allow 40 minutes for learners to freely explore the tool and gain familiarity with the same. 

• Hand out the number operation worksheets to the learners. Share that we would use Mecabricks, an online platform to create things using virtual Lego bricks for mystery monument creation. 
• Open the floor for questions. 

Apprise learners of the time limit for solving the worksheet and creating the mystery monument, which is 45 minutes.

To demonstrate how to use Mecabricks, use this video tutorial. 

Slide 16

This is the last section of the Lesson, where learners would get the opportunity to reflect on their activity process by sharing three things via a “Rose-thorn-bud” activity. A mindful design-thinking exercise called "Rose, Bud, Thorn" asks participants to reflect on their day's highs and lows and to express their emotions. Learners would share their reflections on the activity by answering the following prompts.: 

• One accomplishment that makes you proud 
• What is one thing that excites you?
• What is one area where you need more help? 

Note: Educators may choose to display the template titled “Class reflection” on the screen or take printouts of the template and distribute them amongst learners to fill up their reflections.