# Lesson 7

Shake and Spill

## Warm-up: How Many Do You See: Two-color Counters (10 minutes)

### Narrative

The purpose of this How Many Do You See is for students to subitize or use grouping strategies to describe the images they see. The images in the warm up are built for students to further explore the commutative property, to which they were introduced in a prior lesson. When students see that addends can be added in any order, they discern number patterns or structure (MP7).

### Launch

• Groups of 2
• “How many do you see? How do you see them?”
• Flash the image.
• 30 seconds: quiet think time

### Activity

• Display the image.
• 1 minute: partner discussion
• Record responses.
• If needed, “What equation represents this image?”
• Repeat for each image.

### Student Facing

How many do you see?
How do you see them?

### Activity Synthesis

• "How are the last two images the same? How are they different?" (Both images could be represented with $$8 + 2 = 10$$ and $$2 + 8 =10$$. They both show 8 and 2. One has 8 yellow and 2 red and one has 8 red and 2 yellow.)

• “Who can restate the way _____ saw the dots in different words?”
• “Did anyone see the dots the same way but would explain it differently?”

## Activity 1: Revisit Shake and Spill, Represent (20 minutes)

### Narrative

The purpose of this activity is for students to revisit stage 3 of the Shake and Spill center, introduced in kindergarten. In this stage, students see a quantity broken into two parts in different ways. Student write equations to represent each decomposition. Students may write an equation in any way they choose, but the number of counters is presented first to encourage students to write the total before the equal sign. This activity builds toward a future lesson in which students solve Put Together/Take Apart, Addend Unknown story problems and write equations to match them.

During this activity, the teacher collects and displays different equations that students write for the first round. This includes equations where the total is before the equal sign, such as $$9 = 7 + 2$$. During the synthesis, students are encouraged to think about how an equation with the total before the equal sign relates back to the context of playing the game (MP2).

### Required Materials

Materials to Gather

Materials to Copy

• Shake and Spill Stage 3 Recording Sheet Grade 1

### Required Preparation

• Each group of 2 needs 10 two-color counters and a cup (at least 8 oz).

### Launch

• Groups of 2
• Give each group a cup, 10 two-color counters, and recording sheets.
• "Today we will revisit a game you played in kindergarten called Shake and Spill. Let's play one round together to make sure everyone remembers how to play."
• Display two-color counters and the cup.
• “I have some two-color counters. Let’s count them together.”
• Place counters in the cup as you count aloud.
• “I’m going to write 6 under Total Number of Counters."
• Demonstrate shaking and spilling the counters.
• "How many red counters are there? How many yellow counters are there?”
• 30 seconds: quiet think time
• Record responses in the table.
• “What equation can we write to match the counters?” ($$4 + 2 = 6$$, $$6 = 4 + 2$$, $$2 + 4 = 6, 6 = 2 + 4$$)
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share and record responses.
• If needed, play another round.

### Activity

• “Play the game with your partner. For the first game, you will use 9 counters and record in your book. After the first game, you may choose the number of counters that you want to use, and record on the separate recording sheet.”
• 10 minutes: partner work time
• If needed, ask “Is there another equation you can write to show this round?”
• Monitor for and collect 5–6 combinations and equations from round 1.

### Student Facing

total number of counters red
counters
yellow
counters
equations

Round 1:

total number of counters red
counters
yellow
counters
equations
9
9
9
9
9
9

### Activity Synthesis

• Display collected combinations and equations.
• “What do you notice about the equations I collected during the first round?” (There are different numbers in the equations. They all equal nine. Sometimes the total is before the equation and sometimes it is after.)
• “What does the equation $$9 = 7 + 2$$ mean?” (The nine counter total is the same amount as seven red counters and two yellow counters or seven yellow and two red.)

## Activity 2: Shake and Spill Story Problems (15 minutes)

### Narrative

The purpose of this activity is for students to solve Put Together/Take Apart, Both Addends Unknown story problems in the context of the game they played in the previous activity. Students find different ways the red and yellow counters could look, and write equations to match each way.

During the activity synthesis, record equations in which the total is before the equal sign as well as after.

MLR8 Discussion Supports. Display sentence frames to support partner discussion: “I wrote the equation _____ because . . .” and “My picture shows . . .”
Engagement: Provide Access by Recruiting Interest. Provide choice and autonomy. In addition to two-color counters and connecting cubes, provide access to 10 frames, and red and yellow crayons or colored pencils they can use to represent and solve the story problems.
Supports accessibility for: Conceptual Processing, Organization

### Required Materials

Materials to Gather

• Groups of 2

### Activity

• “Let’s solve some story problems about the game we just played.”
• 6 minutes: independent work time
• 4 minutes: partner discussion
• Monitor for students who showed different combinations for the problem with 10 counters.

### Student Facing

1. Elena is playing Shake and Spill.
She has 7 counters.

What are some ways to show some red and some yellow?
Show your thinking using drawings, numbers, or words.
Write an equation to show each combination.

2. Tyler is playing Shake and Spill.
During his first round he spilled these counters:

Write 2 equations to show his counters.

Show other combinations of red and yellow counters that Tyler could spill.
Show your thinking using drawings, numbers, or words.
Write an equation to show each combination.

If you have time, solve the following problems.

1. What are all the combinations Elena could have?

How do you know?

2. What are all the combinations Tyler could have?

How do you know?

### Activity Synthesis

• Display 4–5 equations.
• “How does each equation match the problem?”
• “What numbers in the equation should have boxes around them? Why?“ (The number of red counters and the number of yellow counters. We already know the total, and have to find the combinations.)
• “Work with your partner to put a box around the answers to the question for problem 1.”

## Lesson Synthesis

### Lesson Synthesis

Display $$10 = \boxed{3} + \boxed{7}$$ and $$\boxed{3} + \boxed{7} = 10$$.

“Today we wrote equations to match the red and yellow counters in the game Shake and Spill. For one round, a student wrote these equations. How could these equations represent the game? How are they the same? How are they different?” (They are the same because they both show that $$3+7$$ equals 10. They are different because the total is before the equal sign in one equation and after the equal sign in the other equation. It means the same thing. There are either 3 red and 7 yellow or 7 red and 3 yellow.)