The purpose of this activity is for students to match groups of images to numbers. Students count images arranged in circles for the first time, which requires students to keep track of which image they counted first. As students work, monitor for students who:

• Mark which image they counted first.
• Mark each image as they count.

• “¿Cuáles puntos has contado? ¿Cómo lo sabes?” // “Which dots have you counted? How do you know?”
• “¿Qué puedes hacer para recordar cuáles puntos ya has contado y cuáles necesitas contar todavía?” // “What can you do to help you remember which dots you have counted already and which ones you still need to count?”

• Display 8 dots in a circle.
• “¿Cómo descubrieron cuántos puntos hay?” // “How did you figure out how many dots there are?”
• 30 seconds: partner discussion
• Invite previously identified students to share how they counted the dots.
• “¿Qué número le corresponde a este grupo de puntos?” // “What number matches this group of dots?” (8. There are 8 dots.)
• “Puedo escribir el número 8 y dibujar 8 cosas. Ambos muestran 8” // “I can write the number 8 or draw 8 things. They both show 8.”

The purpose of this activity is for students to match groups of images to numbers. This matching task gives students opportunities to analyze multiple groups of images with the same number closely and make connections (MP2, MP7). Students start to work with numerical symbols as they learn that the number describing a set of images or objects stays the same no matter how those images or objects are organized (MP7, MP8).

• “¿Cuáles tarjetas emparejaron con el número 5?” // “Which cards did you match with the number 5?” 
• Share responses. As students share, display the cards that students matched to the number 5.
• “¿En qué se parecen todas estas tarjetas? ¿En qué son diferentes?” // “What is the same about all of these cards? What is different about them?” (They all have 5 dots. They look different. Some are in lines and some are in circles.)
• “Todas estas tarjetas muestran 5. Este número también es 5” // “All of these cards show 5. This number is also 5.” 

The purpose of this activity is for students to choose from activities that offer practice identifying, representing, and comparing numbers and composing shapes.

Students choose any previously introduced stage from these centers:

• Number Race
• Geoblocks
• Math Fingers

• “¿En cuál centro se divirtieron más hoy? ¿Qué les gustó del centro?” // “Which center did you enjoy most today? What did you like about that center?”