LED Costume

Overview

Students design a simple wearable LED costume piece using a micro:bit and practice representing solutions clearly (steps, connections, and outcomes). The mathematical focus for this lesson is interpreting fractions in real-world contexts as students plan how many LEDs/components fit in a design area or how many equal servings/time segments they need for a prototype trial plan.

Learning intentions

Students will be able to:

• interpret and compute quotients of fractions using visual models and equations to solve a word problem tied to an engineering planning context
• design and assemble a simple wearable LED costume component that follows a clear sequence of steps
• explain how their LED layout connects to their intended “show” behavior (what lights when, and why)

Success criteria

• I can solve a division-of-fractions word problem using a fraction model and an equation.
• I can describe my wearable LED design using clear steps (build → connect → test).
• I can assemble a working LED costume piece and explain how it matches my design plan.

Curriculum links

• The Number System — interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions (visual fraction models and equations).
• The Number System — represent real-world meaning of number values in context (using 0 and magnitude/sign when discussing charge, battery level, or “off” vs “on” status).
• The Number System — solve real-world and mathematical problems by graphing points in all four quadrants (optional quick connection if students map LED positions; keep focus on division-of-fractions).
• The Number System — absolute value as distance/magnitude (optional if discussing “distance from 0” brightness settings or current ranges during safety discussion).

Lesson structure (45 minutes)

1. 0–5 min · Hook. Teacher shows 2–3 quick pictures of wearable LED costumes and asks: “What must be true for the costume to work: the plan, the wiring, or the testing? Which comes first and why?” Students think-pair-share and name one part of a design process.

2. 5–12 min · Mini math warm-up (division of fractions). Teacher displays: “If 1/2 yard of LED strip is cut into equal pieces for 3 people to build prototypes, how many yards does each person get?” and a second prompt: “Use fraction division to find how much each person gets.” Students work in pairs with a rectangle fraction model, then write an equation for the quotient.

3. 12–18 min · Share-out and connect to engineering planning. Teacher has 2 pairs share their fraction model and equation; teacher confirms the quotient relationship using “division as sharing into equal groups.” Students connect the math to a design planning idea: “We divide materials/time into equal parts so everyone gets a fair, buildable amount.”

4. 18–25 min · Design briefing: LED costume requirements. Teacher posts the build requirements: “Create one wearable piece that lights up in a chosen pattern. Include: a power plan, a placement plan for LEDs, and a testing plan.” Students sketch a quick layout: where LEDs will go and what pattern they want (steady, blinking, chase, or button-triggered).

5. 25–35 min · Build sprint (guided setup). Teacher demonstrates how to prepare the micro:bit connection and basic LED wiring/placement expectations, emphasizing safety and neat connections. Students follow a step-by-step build sheet to assemble their costume piece, while documenting decisions in their design notebook (brief notes only).

6. 35–41 min · Test + revise. Teacher runs a “two-try rule”: “Test, observe, fix one thing, test again.” Students run their pattern once, record what worked, and revise one component (placement, connection, or code settings).

7. 41–45 min · Exit ticket (math + engineering). Teacher collects a short exit ticket with two prompts:

• “Solve: (2/3) ÷ (3/4) =? Show a fraction model or equation.”
• “Write one sentence: What did you change after your first test, and why?”

Resources

• micro:bit devices (enough for small groups)
• LED components appropriate for wearable use (e.g., compatible LED strip or breakout LEDs)
• battery/power solution and any required connection cables
• simple wearable materials (fabric/velcro, craft wire, tape, or conductive setup as allowed by your classroom plan)
• fraction model worksheet (rectangles partitioned to support division-of-fractions)
• engineering design notebook page: sketch + steps + test notes
• teacher slide deck with 2–3 wearable examples and the fraction warm-up problem
• exit ticket slips

Assessment

• Formative check during the fraction warm-up: monitor fraction models and whether students correctly set up the quotient relationship.
• Formative check during build sprint: look for clear documented steps and safe, secure connections.
• Exit ticket: correctness on the division-of-fractions computation plus a clear “what changed and why” engineering explanation.

Differentiation

• Support: provide sentence starters for the math explanation (“I divided because…”, “My model shows…”, “So the quotient is…”).
• Support: offer a partially completed fraction model template for students who need structure.
• Extension (for early finishers): ask students to create a second pattern variant (button-triggered vs timed blinking) and add one revision note based on testing results.
• EAL/SEN considerations: allow students to demonstrate reasoning with diagrams first, then write the equation; give a checklist for build steps to reduce cognitive load.