The purpose of this activity is for students to find groups that have more images than a given group. Students can compare in any way that makes sense to them. Students describe the comparisons using “more,” “fewer,” or “the same number.” In the Activity Synthesis, students use mathematical vocabulary precisely to discuss how different ways of counting can help to compare the number of images in groups (MP6).

• Display 6 dots in a 5-frame.
• “¿Cuántos puntos hay?” // “How many dots are there?” (6)
• “¿Cómo saben que esto muestra más que 4?” // “How do you know this shows more than 4?” (I counted 4 and there were more left over. 6 comes after 4 when we count, so it is more.)
• Invite students to chorally repeat these words or phrases in unison 1‒2 times:
  • “6 es más que 4” // “6 is more than 4.”
  • “4 es menos que 6” // “4 is less than 6.”
• “¿Hay grupos que muestran el mismo número de cosas? ¿Cuáles?” // “Are there any groups that show the same number of things? Which ones?” (There are 6 dots on the 5-frame and 6 dots. There are 4 dots and 4 fingers.)

The purpose of this activity is for students to learn Stage 2 of the Fewer, Same, More center. Students choose a card with an image and place it in the box at the top of the mat. They take turns picking another card, deciding if the image shows fewer, the same, or more than the original amount, and placing the card on the correct box on the mat. The cards show groups of images in different arrangements.

The Activity Synthesis highlights the idea that numbers that are fewer than 5 come before 5 in the count sequence and numbers that are more than 5 come after 5 in the count sequence. This idea will be revisited in future sections and units. Students need repeated experiences comparing groups of objects, images, and numbers to be able to notice, articulate, and use the connection between the counting sequence and comparing the size of numbers (MP7, MP8).

In this activity, students place a card with 5 images at the top of their mat. During center choice time, students can place any card at the top of their mat.

MLR8 Discussion Supports. Remind students to use comparison language such as “menos que”, “el mismo número que”, “más que” // “fewer than,” “the same number as,” “more than.”

• Display a T-chart labeled ‘Fewer than 5’ on the left and ‘More than 5’ on the right.
• “Escojan una tarjeta que muestre menos que 5. ¿Cuántas cosas hay en su tarjeta?” // “Choose a card that shows fewer than 5. How many things are on your card?”
• 30 seconds: partner work time
• Share responses.
• Write the numbers on the left side of the T-chart as students share.
• Repeat for cards that show more than 5.
• Read the numbers on each side of the chart. 
• “¿Qué observan? ¿Qué se preguntan?“ // “What do you notice? What do you wonder?” (It sounds like you are counting. The numbers you say before 5 are all together on one side and the numbers you say after 5 are on the other side.)

The purpose of this activity is for students to choose from activities that offer practice counting and comparing groups of objects and images.

Students choose from any previously introduced stage from these centers:

• Fewer, Same, More
• Bingo
• Math Stories
• Connecting Cubes
• Number Race

• “¿Qué centro les pareció difícil hoy?, ¿qué cosa lo hizo difícil?” // “Which center was challenging for you today? What made it challenging?”