The purpose of this activity is for students to count their collection in a way that makes sense to them and to keep track of which objects have been counted. Keeping track of which objects have been counted helps students count accurately and ensure they count all of the objects and do not count each object more than once. Most students should be given collections with 6–10 objects. Based on formative assessment data collected in previous sections or lessons, adjust the number of objects in collections for individual students.

• Invite previously identified students to share.
• After each student shares, write or display the number they counted and say, “Hay _____ objetos en su colección” // “There are _____ objects in their collection.”
• “¿En qué se parecen las maneras como ellos descifraron cuántos objetos había en su colección?” // “What is the same about how they figured out how many objects were in their collection?” (They counted all of their objects. They said the same numbers. They both moved the objects.)
• “¿En qué se diferencian las maneras como ellos descifraron cuántos objetos había en su colección?” //  “What is different about how they figured out how many objects were in their collection?” (One used a counting mat and one didn’t. One lined up objects and one didn’t.)
• If needed, ask:
  • “¿Cómo supo ___ que contó todos los objetos?” // “How did ___ know that they counted all of the objects?” (They moved each object from one side of the mat to the other so they knew which objects they had counted and which they still needed to count.)
  • “¿Cómo supo ___ que contó todos los objetos?” // “How did ___ know that they counted all of the objects?” (They lined up all of the objects first, and then counted them in order.)

The purpose of this optional activity is for students to pair the verbal count sequence with objects. 

This activity will help students who are not yet connecting the verbal count sequence and counting objects. Use the formative assessment data from previous sections and observation during the first activity in this lesson to identify these students.

This activity can be used with a small group or the whole class. Students who do not need the 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. 

• “Voy a meter cada objeto en el balde. Cuando meta un objeto, digan un número” // “I’m going to move each object into the bucket. When I move an object, say a number.”
• Move each object into the bucket while students count.
• “¿Por qué decimos un número al meter cada objeto?” // “Why do we say one number as we move each object?” (To make sure that we count each object only one time.)
• If needed, say, “Cuando contamos, decimos un número por cada objeto” // “When we count, we say one number for each object.”

The purpose of this activity is for students to choose from activities that focus on using math tools. Students choose from any of the previously introduced stages of these centers:

• Connecting Cubes
• Pattern Blocks
• Geoblocks
• Picture Books

• “¿Cuándo vieron a un compañero contar hoy en los centros?” // “When did you see a partner count during centers today?”