Lesson 7
Shake and Spill
Warmup: How Many Do You See: Twocolor Counters (10 minutes)
Narrative
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.
 “Discuss your thinking with your partner.”
 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?
Student Response
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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.)
Consider asking:
 “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 twocolor counters and a cup (at least 8 oz).
Launch
 Groups of 2
 Give each group a cup, 10 twocolor 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 twocolor counters and the cup.
 “I have some twocolor 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 
Student Response
For access, consult one of our IM Certified Partners.
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.
Advances: Speaking, Conversing
Supports accessibility for: Conceptual Processing, Organization
Required Materials
Materials to Gather
Launch
 Groups of 2
 Give students access to 10frames and twocolor counters.
Activity
 “Let’s solve some story problems about the game we just played.”
 6 minutes: independent work time
 “Share your equations with your partner. If your partner has equations you did not write, add them to your list.”
 4 minutes: partner discussion
 Monitor for students who showed different combinations for the problem with 10 counters.
Student Facing

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. 
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.

What are all the combinations Elena could have?
How do you know?

What are all the combinations Tyler could have?
How do you know?
Student Response
For access, consult one of our IM Certified Partners.
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.)
Cooldown: Priya Plays Shake and Spill (5 minutes)
CoolDown
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