The purpose of this activity is for students to count their collection in a way that makes sense to them and to say the last number counted when asked “¿cuántos?” // “how many?” (cardinality). Some students initially may recount the collection of objects when asked “¿cuántos?” // “how many?” As students develop an understanding that the last number spoken tells the number of objects counted, they will no longer have to recount and will instead answer “¿cuántos?” //“how many?” by restating the last number.

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). Additional collections can be provided to allow students to choose a new collection to count.

• Invite a student to demonstrate how they counted their collection.
• “¿Cuántos objetos hay en la colección de _____? ¿Cómo lo saben?” // “How many objects are in _____’s collection? How do you know?” (There are _____ objects. I know because that’s the last number they said.)
• If needed, say, “El último número que decimos al contar nos dice cuántos objetos hay” // “The last number we say when we count tells us how many objects there are.”
• After each student shares, write or display the number counted and say, “Hay _____ objetos en su colección” // “There are _____ objects in their collection.”

The purpose of this optional activity is for students to use an egg carton as a tool to help them match one object with one number. This activity will help students who are not yet matching each object with one and only one number. Use formative assessment data from previous sections and observation during the first activity of this lesson to identify those students.

If egg cartons are not available, the blackline master can be provided to students. Other items with clear sections such as muffin tins can be used. This activity also serves as further formative assessment on students’ counting concepts, including one-to-one correspondence, keeping track of objects that have been counted, and understanding that the last number tells us “how many.” The egg-carton helps students see the importance of counting each object exactly once in order to get an accurate count (MP6).

This activity can be used with a small-group or the whole class. Students who do not need this optional activity may benefit from additional time working in centers.

• Invite previously identified students to demonstrate how they used the egg carton to count their collection.
• “Tomen turnos con su compañero para contar su colección. Mientras ustedes ponen cada objeto en la caja de huevos, su compañero dice un número” // “Take turns counting your collection with your partner. As you place each object in the egg carton, your partner says one number.”
• 2 minutes: partner work time
• If needed, “Al contar, decimos 1 número por cada objeto” // “When we count, we say 1 number for each object.”

The purpose of this activity is for students to learn Stage 3 of the Connecting Cubes center. Students choose a directions sheet to get a specified number of each color of connecting cubes. They use these connecting cubes to build an object of their choice. While the written number is provided, students can use the images to determine how many connecting cubes they need. For example, 4 blue connecting cubes are pictured next to the number “4.” Students can place blue connecting cubes on top of the connecting cubes in the picture to determine how many they need. Students may also count to determine how many connecting cubes they need.

The blackline master for this center will be used again in future lessons. Consider laminating the copies of them or placing them in sheet protectors.

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

• Connecting Cubes
• Pattern Blocks
• Geoblocks
• Picture Books

• Invite 2 students to share what they built with connecting cubes.
• “Cuéntenle a su compañero en qué se parecen lo que ______ y ______ hicieron” // “Tell your partner what is the same about what ______ and ______ made.”