# Lesson 8

Revuelve, saca y cubre

## Warm-up: Conteo grupal: Contemos de 10 en adelante (10 minutes)

### Narrative

The purpose of this Choral Count is to invite students to count on from a number other than 1. This helps students develop fluency with the count sequence and will be helpful as students relate counting to addition and begin to make sense of the counting on method of adding.

### Launch

• “Cuenten de 1 en 1, empezando en 10” // "Count by 1, starting at 10."
• Record as students count.
• Stop counting and recording at 40.

### Activity

• “¿Qué patrones ven?” // "What patterns do you see?"
• 1–2 minutes: quiet think time
• Record responses.

### Activity Synthesis

• “¿Cómo supieron qué número va después del 10?, ¿después del 19?, ¿después del 29?” // "How did you know what number comes after 10? 19? 29?"

## Activity 1: Conozcamos “Revuelve y saca: Cubre” (20 minutes)

### Narrative

The purpose of this activity is for students to learn stage 4 of the Shake and Spill center. Students know the total number of counters and the number of red counters and have to determine the number of yellow counters. Students may use any method they choose. Students may count up from the red counters to the total using objects or drawings. Some students may subtract the number of red counters from the total. During the activity, the teacher collects and displays 4–5 student combinations of 10 from round 1 to display during the synthesis. It is important to display some equations with the total before the equal sign. In the synthesis, students relate the equations to the Shake and Spill game by circling the part of the equation that says how many yellow counters are under the cup (MP2).

Action and Expression: Develop Expression and Communication. Give students access to additional two-color counters to determine the number of yellow counters.
Supports accessibility for: Conceptual Processing, Visual-Spatial Processing

### Required Materials

Materials to Gather

Materials to Copy

• Shake and Spill Stage 4 and 5 Recording Sheet (G1 and 2), Spanish

### 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, recording sheets and access to 10-frames.
• Display the launch image.
• “Vamos a aprender una nueva forma de jugar 'Revuelve y saca'. Juguemos una ronda juntos. Necesito ocho fichas. Contemos juntos mientras pongo las fichas en el vaso” // "We are going to learn a new way to play Shake and Spill. Let's play one round together. I need eight counters. Let's count together as I put the counters in the cup."
• Count out eight counters.
• “Voy a revolver y sacar las fichas. Voy a cubrir las fichas amarillas con mi vaso antes de que mi compañero las vea. Cierren sus ojos. No los abran hasta que les diga” // “I’m going to shake and spill the counters. I am going to cover up the yellow counters with my cup before my partner sees them. Close your eyes. Keep them closed until I tell you."
• Shake the counters in the cup, spill the counters, and cover the yellow counters with your cup.
• “Abran los ojos. ¿Cuántas fichas amarillas hay debajo del vaso? ¿Cómo lo saben?” // "Open your eyes. How many yellow counters are under the cup? How do you know?”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses and demonstrate recording the number of counters and the equation on the recording sheet.

### Activity

• “En el primer juego usen 10 fichas y escriban en su cuaderno. Después del primer juego, decidan cuántas fichas quieren usar y escriban en la hoja de registro” // "For the first game you will use 10 counters and record in your book. After the first game, you can choose how many counters you want to use, and record on the separate recording sheet."
• 10 minutes: partner work time
• As students play, collect 5–6 combinations and equations from round 1 and record them on a chart.

### Student Facing

número total de fichas fichas
rojas
fichas
amarillas
ecuaciones

Ronda 1:

número total de fichas fichas
rojas
fichas
amarillas
ecuaciones
10
10
10
10
10
10

### Activity Synthesis

• Display 5–6 equations.
• “¿Qué representa cada parte de la ecuación?” // “What does each part of the equation represent?”
• If needed, “¿Qué parte de la ecuación muestra la respuesta a la pregunta? ¿Cómo lo saben?” // “Which part of the equation shows the answer to the question? How do you know?” (We had to find out how many yellow counters were under the cup, so the number that represents yellow.)
• “Con su pareja, dibujen un cuadro alrededor de la respuesta en cada ecuación” // “Work with your partner to draw a box around the answer in each equation.”

## Activity 2: Problemas de “Revuelve y saca: Cubre” (15 minutes)

### Narrative

The purpose of this activity is for students to represent and solve Put Together/Take Apart, Addend Unknown story problems based on the game they played in the previous activity. As students write their equations, they may write the total before the equal sign or after the equal sign. They may also use the “add in any order” property to write different equations. During the activity synthesis, students relate the equation back to the story problem, identify the missing addend, and put a box around it.

Students use two-color counters during lesson synthesis.

MLR8 Discussion Supports. Synthesis: For each equation and explanation that is shared, invite students to turn to a partner and restate what they heard using precise mathematical language.

### Required Materials

Materials to Gather

• Groups of 2

### Activity

• “Resuelvan estos problemas acerca de algunas rondas de ‘Revuelve y saca: Cubre’. Escriban una ecuación que corresponda a cada problema. Prepárense para explicar cómo pensaron de una forma que los demás entiendan” // “Solve these problems about some rounds of Shake and Spill, Cover. Write an equation that matches each problem. Be ready to explain your thinking in a way that others will understand.”
• 6 minutes: independent work time
• 3 minutes: partner discussion
• Monitor for students who write these equations for problem 3:
• $$6 + 4 = 10$$
• $$4 + 6 =10$$
• $$10 = 6 + 4$$

### Student Facing

1.

Hay 9 fichas en total.
¿Cuántas fichas están debajo del vaso?

Ecuación: ____________________________

2.

Hay 7 fichas en total.
¿Cuántas fichas están debajo del vaso?

Ecuación: ____________________________

3. Hay 6 fichas por fuera del vaso.
Algunas de las fichas están debajo del vaso.
Hay 10 fichas en total.
¿Cuántas fichas están debajo del vaso?

Ecuación: ____________________________

4. Hay 3 fichas por fuera del vaso.
Algunas de las fichas están debajo del vaso.
Hay 8 fichas en total.
¿Cuántas fichas están debajo del vaso?

Ecuación: ____________________________

### Student Response

If students count on beginning with the number of counters outside the cup and get an answer that is one more than the correct answer (or example, counting on from 7 to 10 with 7, 8, 9, 10 and getting an answer of 4, consider asking:

• “¿Cómo descifraste cuántas están debajo del vaso?” // "How did you find out how many are under the cup?"
• “¿Cómo puedes usar las fichas de dos colores para verificarlo?” // "How can you use two-color counters to check?"

### Activity Synthesis

• Invite previously identified students to share.
• “¿Qué representa cada número de la ecuación en la historia?” // “How does each number in the equation represent the story?” (10 total counters, 6 red counters, 4 yellow counters.)
• “¿Qué parte de la ecuación representa la respuesta a la pregunta? ¿Cómo lo saben?” // “Which part of the equation represents the answer to the question? How do you know?” (4. It’s the number of hidden counters that we have to find.)
• Display $$10 = 6 + \boxed{4}$$.
• “Con su pareja, dibujen un cuadro alrededor de la parte de cada ecuación que representa el número de fichas que encontraron” // “Work with your partner to put a box around the part of each equation that represents the number of counters you found.”

## Lesson Synthesis

### Lesson Synthesis

Display $$5 +\boxed{\phantom{3}} = 8$$

“Hoy jugamos un juego en el que teníamos que descifrar cuántas fichas estaban debajo del vaso. Escribimos ecuaciones que correspondían a las fichas. ¿Esta ecuación cómo puede corresponder a las fichas en una ronda de ‘Revuelve y saca: Cubre’?” // “Today we played a game where we had to find out how many counters were under our cup. We wrote equations to match the counters. How could this equation match the counters in a round of Shake and Spill, Cover?” (There are 5 red counters showing. Some yellow counters are under the cup. There are 8 total counters.)

“Encuentren el número que hace que la ecuación sea verdadera. Muestren cómo lo saben” // “Find the number that makes the equation true. Show how you know.” (3. I counted on from 5: 6, 7, 8. I put down 5 red counters, then added yellow counters until I got to 8. There are 3 yellow counters.)

“Cuando sabemos uno de los sumandos en una ecuación, podemos encontrar el otro pensando en cuántos más necesitamos para llegar al total” // “When we know one of the addends in an equation, we can find the other by thinking about how many more we need to get to the total."