The purpose of this activity is for students to count their collection in a way that makes sense to them. The focus is on saying one number for each object. Most students should be given collections with 6–10 objects. Based on formative assessment data collected in previous sections, adjust the number of objects in collections for individual students. Students are provided with counting mats and 5-frames to help them accurately count or organize their collections. Students use appropriate tools strategically as they choose which tools help them count their collections (MP5).

Collections can be created from classroom objects, such as connecting cubes, two-color counters, pattern blocks, or buttons. Students can also bring in collections of objects to count from home. Collections of 6–10 objects will be used throughout this section.

A counting mat is provided as a blackline master. Students will continue to use this mat throughout the year. Consider copying the mat on cardstock or laminating it and keeping it organized to be used repeatedly.

• Invite previously identified students to demonstrate how they counted their collections.
• “¿Qué observan sobre la manera como ellos contaron?” // “What do you notice about how they counted?”
• If needed, say, “Ellos decían un número al tocar cada objeto” // “They said one number as they touched each object.”
• After each student shares, write or display the number and say, “Hay _____ objetos en su colección” // There are _____ objects in their collection.”

The purpose of this optional activity is for students to practice the verbal count sequence to 10. This activity is optional because it is an opportunity for extra practice that not all students may need. Use the formative assessment data and observation from previous sections and the first activity of this section to identify students who are not yet saying the count sequence to 10. English learners in particular will benefit from an additional opportunity to practice the verbal count sequence.

This activity can be used with a small-group or the whole class. Students who do not need this extra practice may benefit from additional time working in centers. Some students may benefit from working on the concepts in this optional activity more than once. Consider incorporating counting and counting songs throughout the day and during transitions.

• “Tomen turnos con su compañero para contar hasta 10. Pueden aplaudir o tocar la mesa al decir cada número. También pueden inventar su propio movimiento para cada número” // “Take turns counting to 10 with your partner. You can clap your hands or touch the table when you say each number. You can also think of your own movement for each number.”
• 1 minute: partner discussion

The purpose of this activity is for students to learn Stage 3 of the Pattern Blocks center. Students use the direction sheet to get a specified number of each pattern block and build a creation of their choice. While the written number is provided, students can use the images to determine how many pattern blocks they need. For example, 5 blue rhombuses are pictured next to the number “5." Students can place pattern blocks on top of the images of rhombuses to determine how many they need, which gives students practice in creating groups with the same number. Students may also count to determine how many of each pattern block they need.

After they participate in the center, students choose from any of the previously introduced stages of these centers:

• Connecting Cubes
• Pattern Blocks
• Geoblocks
• Picture Books

Students will choose from these centers throughout the section. Keep materials from these centers organized to use each day.

• “¿Cómo descubrieron cuántas fichas geométricas necesitaban?” // “How did you figure out how many pattern blocks you needed?”