options: Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
problem_activity: 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
Cups
Two-color counters
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 |
|--------------------------|--------------------------------|-----------------------------------|-----------|
|                          |                                |                                   |           |
|                          |                                |                                   |           |
[IMG]
Round 1:
| total number of counters | red                   counters | yellow                   counters | equations |
|--------------------------|--------------------------------|-----------------------------------|-----------|
|            9             |                                |                                   |           |
|            9             |                                |                                   |           |
|            9             |                                |                                   |           |
|            9             |                                |                                   |           |
|            9             |                                |                                   |           |
|            9             |                                |                                   |           |
Student Response
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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.)


correct_option_index: 8