ANIMALS AND INSECTS

Snake
Mathematical Practices (MP) in Focus Individual Activity

• Make sense of problems and persevere in solving them (MP 1)

• Attend to precision (MP 6)

Supporting Mathematical Practices

• Model with mathematics (MP 4)

MP Vocabulary
• Make a plan
• Problem solving
• Solution
• Persevere
• Precision
• Modeling

Connect (10 min.)

Max and Mia visit a zoo that has a terrarium with many different snakes. Some
snakes are long, others are short. Some are on the ground, while others are 6 5
4
hanging from branches in a tree. The snakes have similarities and differences. 7
3
2
1

Ideas for Discussion

Use the image for setting the scene and connecting students to the task.
Here are some ideas to support discussion in your classroom.

• What do Max and Mia see when they look through the Mathnifier?
• How many snakes are there?
• How long is the shortest/longest snake, and how do you know?
• How can you compare different-looking snakes? Learning Target (CCSSM)
• 1.OA.A.1
• 1.OA.A.2
Lesson Start Sequence • 1.OA.C.5
Ask the students to find the bricks needed for the activity. Let the students build • 1.NBT.A.1
the model shown on the worksheet. Read each task out loud or let the students • 1.MD.A.1
read it on their own. Ask the students to underline the words that create meaning • 1.MD.A.2
in the context before solving it. • 1.MD.C.4
Optional: Use the first task of a lesson as a preassessment tool. Observe how For details see the Curriculum Grid.
well the students work alone and together. This might help you to plan the level
of differentiation required to support the learning needs of each student.

©2015 The LEGO Group. 28

 ANIMALS AND INSECTS

Snake Lesson 1
Sequence Task 1 (5 min.) Individual Activity 45 min.

In this problem the students construct a snake from the image on the worksheet.
They also need to figure out its length. Let them count the number of studs on Name: Class: SNAKE 1

their model and write their answer. The solution to this problem is 8 studs.
Suggested meaningful words to underline in the task are build, how long, and 1x
1x
White
2x
Red
4x
Green
2x
Lime
5x

studs.
Gray

Snake

Let the students take the model apart before advancing to the next task. Length
3 studs

Width
Height 1 stud
1 brick

Sequence Task 2 (10 min.) 1 Build the snake. How long is it when counted in studs?

In this problem the students construct a snake that is longer than 10 studs. All
snakes with more than 10 studs are the correct answer. The snakes need to turn 2 Build a snake that is longer than 10 studs.

to fit onto the plate. Let the students count the studs on their snake and write
their answer. You might want to make your students aware that there are several
3 Build two different snakes that are 14 studs long. You need to use 6 bricks.

solutions to this problem. Show the bricks you added together.

Suggested meaningful words to underline in the task are longer than, and 10 studs.

Let the students take the model apart before advancing to the next task.
I can build a snake and find its length.

Build the longest snake possible.

©2015 The LEGO Group. 36

Sequence Task 3 (15 min.)

MP Vocabulary
In this problem the students construct snakes with a length of 14 studs using
• Make a plan
only 6 bricks. The students will have different approaches and will build various
• Problem solving
solutions. Snakes fulfilling both constraints will be the correct solutions. You might
• Solution
want to make your students aware that there are several solutions to this problem.
• Persevere
Suggested meaningful words to underline in the task are two different, 14 studs
• Precision
long, and 6 bricks.
• Modeling

Content Vocabulary
• How long
• Count
• Longer than
• Add

©2015 The LEGO Group. 29

 ANIMALS AND INSECTS

Assessment
Make use of the available assessment tools (e.g., the Observation Checklist for
evaluating students’ work and recording their progression).

Key points to observe during this lesson:

(MP 1) Students concentrate on building snakes of the correct length. They ask
each other or the teacher questions if they need help with understanding.
(MP 6) Students can build snakes of precise lengths.
(Learning Target) Students can add within 20.

Note whether students use specific vocabulary and how precise their
explanations are. Also note how well they persevere in seeking a solution for each
task.

Self-Assessment: (5 min.)
Draw your students’ attention to the assessment statement, read it out loud, and
ask the students to mark their answer according to their experience on their I can build a snake and find its length.
worksheet. You might want to refer their answer to a specific task from the lesson.

Using MathBuilder
Let the students explain how they built the model, their approach, and
the reasoning behind it. Help them become aware of the process by asking
questions (e.g., What did they do to solve the problem? How did they start?
What did they do next?). Let the students present their solution to the class.

Extended Learning
Here are some ideas to support the students at different levels of learning.

Ideas for discussion and extension:

• Which bricks did you use? Which numbers did you put together?
• How can you build the snake even longer?
• Build a snake that is longer than 20 studs.
• Let the students write a sentence that describes their snake.

Ideas for differentiation:

• Change the number of bricks in use.
• Put a constraint on the task (e.g., include a certain brick or set a time limit).

Sequence Purple Brick (5 min.)

By building the longest snake possible defined by studs, students can get a
variety of solutions depending on their creativity. The students can explain their Build the longest snake possible.
reasoning. All bricks put in a line will give a snake that is 44 studs long. This task
can be used as a preassessment for the Common Core State Standard 1.NBT.A.1
Extend the counting sequence.

©2015 The LEGO Group. 30

 ANIMALS AND INSECTS

Snake Lesson 2
Sequence Task 1 (5 min.) Individual Activity 45 min.

In this problem the students are asked to represent the number 3 in different
ways. Introduce the task by talking about how to represent the number 3 by using Name: Class: SNAKE 2

bricks. Make use of the displayed snake. You might want to make your students
aware that the snake’s head is included when counting the studs. Let the 2x
1x
White
1x 1x 1x 4x
Lime
5x
Green
4x
Red
10x

students build the snake shown to strengthen their understanding. Fill in the lines
Gray

Snake

with the different groups of 3 during the discussion. Then let the students build as
many groups of 3 as possible using all available bricks. Finally, record how many
groups they built. The solution to this problem is up to ten groups of 3 on top of 1+1+1=
the defining snake. Number of groups

Suggested meaningful words to underline in the task are groups of 3, and as high
as possible. 1 Build groups of 3. Build it as high as possible. How many groups did you build?

Let the students take the model apart before advancing to the next task.
Number of groups:

2 Build groups of 5. Build it as high as possible. How many groups did you build?

Number of groups:

Sequence Task 2 (10 min.) 3 Build groups of 7. Build it as high as possible. How many groups did you build?

In this problem the students are asked to represent the number 5 in different Number of groups:

ways. The students are asked to follow the sequence from the previous task. Let
I can make bigger numbers by adding smaller numbers together.

Build a snake that is 42 studs long and includes a white brick in the middle of its body.

them build as many groups of 5 as possible using all available bricks. The solution ©2015 The LEGO Group. 37

to this problem is up to ten groups of 5 on top of the defining snake.

Suggested meaningful words to underline in the task are groups of 5, and as high
as possible.
MP Vocabulary
• Make a plan
Let the students take the model apart before advancing to the next task. • Problem solving
• Solution
• Persevere
Sequence Task 3 (15 min.) • Precision
• Modeling
In this problem the students are asked to represent the number 7 in different
ways. The students are asked to follow the sequence from the previous task. Let
them build as many groups of 7 as possible using all available bricks. The solution
Content Vocabulary
to this problem is up to seven groups of 7 on top of the defining snake. • Groups of
Suggested meaningful words to underline in the task are groups of 7, and as high • Count
as possible. • Add
• Commutative law

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 ANIMALS AND INSECTS

Assessment
Make use of the available assessment tools (e.g., the Observation Checklist for
evaluating students’ work and recording their progression).

Key points to observe during this lesson:

(MP 1) Students can concentrate on building groups of 3, 5 and 7. They ask each
other or the teacher questions if they need help with understanding.
(MP 6) Students can build snakes of the correct length using grouping concepts.
(Learning Target) Students can extend the counting sequence using grouping.

Note whether students seem to have a plan or a specific approach for solving
the problem. Are they extra structured when grouping? Also note how well they
persevere in seeking a solution for each task.

Self-Assessment: (5 min.)
Draw your students’ attention to the assessment statement, read it out loud, and
ask the students to mark their answer according to their experience on their I can make bigger numbers by adding smaller
worksheet. You might want to refer their answer to a specific task from the lesson. numbers together.

Using MathBuilder
Let the students explain how they built the model, their approach, and
the reasoning behind it. Help them become aware of the process by asking
questions (e.g., What did they do to solve the problem? How did they start?
What did they do next?). Let the students present their solution to the class.

Extended Learning
Here are some ideas to support students at different levels of learning.

Ideas for discussion and extension:

• Let the students compare the different ways to represent the number 3.
• Talk about the commutative law for addition (a + b = b + a).
• Let the students explain their thinking behind their solution.
• What would they do differently if they could start all over again?

Ideas for differentiation:

• Can they build it in a different/easier way?
• Let students explain their strategy for solving the problem.

Sequence Purple Brick (10 min.)

The students need to build the white brick exactly in the middle of the snake.
The snake should have an eye and be the right length to be seen as a correct Build a snake that is 42 studs long and includes
solution. The snake needs to turn to fit on one gray plate, which makes it more a white brick in the middle of its body.
difficult to find the middle.

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 ANIMALS AND INSECTS

Snake Lesson 3
Sequence Task 1 (5 min.) Individual Activity 45 min.

In this problem the students are asked to rebuild a snake with a specific length
and shape. Introduce the task by a discussion about seeing something from a Name: Class: SNAKE 3

top view before asking the students to rebuild the first snake, and have them
write their answer. Challenge the students to think of length in a different way 1x
1x
White
5x
Red
5x
Green
2x
Lime
5x

(e.g., even though a snake is curled up like a ball or stretched out, it will still be
Gray

Snake

the same length).

Encourage the students to be accurate when finding the proper length and
building the shape. You might want to explain the importance of accuracy. Let the
students count studs, write their answers, and build and record the bricks used. 1 Find the length of the snake. Build it in the right shape.

The rebuilt snake and the one in this task are both 14 studs long. You might want
to make your students aware that there are several solutions to this problem.
Their snakes will differ in regards to the number of bricks used, the order of them, 2 Find the length of the snake. Build it in the right shape.

and how the shapes are identical to the top views.

Suggested meaningful words to underline in the task are how long, build, and
right shape. 3 Find the length of the snake. Build it in the right shape.

Let the students take the model apart before advancing to the next task.
I can build snakes of different lengths and shapes.

Build a snake using only lime-colored bricks. How long is it?

Sequence Task 2 (10 min.)

©2015 The LEGO Group. 38

In this problem the students are asked to rebuild a snake with a specific length
and shape. The students are asked to follow the sequence from the previous task.
MP Vocabulary
Let the students count studs, write their answer, and build. You might want to make • Make a plan
your students aware that there are several solutions to this problem. • Problem solving
The snake is 30 studs long, but there are a variety of correct ways to build it. • Solution
Suggested meaningful words to underline in the task are how long, build, and • Persevere
right shape. • Precision
• Modeling
Let the students take the model apart before advancing to the next task.
Content Vocabulary
• Length
Sequence Task 3 (15 min.) • Shape
In this problem the students are asked to rebuild a snake with a specific length • Count
and shape. The students are asked to follow the sequence from the previous task. • How long
Let the students count studs, write their answer, and build. You might want to make
your students aware that there are several solutions to this problem.
The snake is 39 studs long, but there are a variety of correct ways to build it.
Suggested meaningful words to underline in the task are how long, build, and
right shape.

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 ANIMALS AND INSECTS

Assessment
Make use of the available assessment tools (e.g., the Observation Checklist for
evaluating students’ work and recording their progression).

Key points to observe during this lesson:

(MP 1) Students can build snakes of the right length and shape. They ask each
other or the teacher questions if they need help with understanding.
(MP 6) Students measure by counting the studs or bricks as appropriate rather
than guessing.
(Learning Target) Students measure length using the LEGO® elements to count
and then record the stud length.

Note whether students seem to have a strategy and make use of grouping bricks
to get a certain length. Also note how well they persevere when solving more
difficult problems.

Self-Assessment: (5 min.)
Draw your students’ attention to the assessment statement, read it out loud, and
ask the students to mark their answer according to their experience on their I can build snakes of different lengths and
worksheet. You might want to refer their answer to a specific task from the lesson. shapes.

Using MathBuilder
Let the students explain how they built the model, their approach, and
the reasoning behind it. Help them become aware of the process by asking
questions (e.g., What did they do to solve the problem? How did they start?
What did they do next?). Let the students present their solution to the class.

Extended Learning
Here are some ideas to support students at different levels of learning.

Ideas for discussion and extension:

• Which bricks did the students use most/least/the same?
• Let the students work in small groups or pairs to build differing lengths and
make comparisons.
• Order the snakes by length.
• How would students build a specific shape (e.g., a rectangle)?
• What is the least possible number of bricks to use?

Ideas for differentiation:

• Include a 1x4 brick in each snake.
• Can you build the (exact) same shape using different bricks?

Sequence Purple Brick (5 min.)

The students build their own snake. It is up to them to use one or two gray plates.
The students find out how long the snake is and can compare the lengths of the Build a snake using only lime-colored bricks.
snakes. How long is it?

©2015 The LEGO Group. 34

 Images for classroom use

6 5
4
7
3
2
1

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