Students begin with a cup of 6–10 counters. They decide together how many counters to use. Partners take turns shaking the cup and spilling the counters. Both partners find and agree on the numbers of red and yellow counters. Then they decide on a different number of counters and repeat.

Students may choose to use a 5-frame or other tool to organize the counters.

Students decide together how many counters (up to 10) to use. They take turns shaking the cup and spilling the counters. They compare the numbers of red and yellow counters and describe their comparisons, using the language “more than,” “fewer than,” and “the same as.”

Students begin with a cup of up to 10 counters. One student shakes and spills the counters. Both partners represent the red and yellow counters on their recording sheets. The recording sheet asks for a drawing and an expression or an equation. Students in kindergarten should fill in an expression, while students in other grades should complete an equation.

Each group of 2 students needs a cup and 10 two-color counters.

Students decide together how many counters (up to 10) to use. One student closes their eyes. Their partner shakes and spills the counters, and then covers the yellow counters with the cup. Then the student opens their eyes, determines how many counters are under the cup, and explains how they know. Both partners record the round. The recording sheet asks for the total number of counters and an expression.

Students decide together how many counters to use (11–20). One student closes their eyes. Their partner shakes and spills the counters, and covers the yellow counters with the cup. Then the student opens their eyes, determines how many counters are under the cup, and explains how they know. Both partners record the round. The recording sheet asks for the total number of counters and an expression.