The purpose of this activity is for students to compare numbers in a way that makes sense to them. Students can use physical objects or make drawings to represent each number (MP5), and match or count to compare. Students can also use their knowledge of the count sequence and understanding that each successive number refers to a quantity that is 1 more to compare the numbers. In the Synthesis, students describe how creating representations of numbers helps to compare numbers.

• “¿Qué sabes sobre estos dos números? ¿Qué estás intentando averiguar?” // “What do you know about these two numbers? What are you trying to figure out?“
• “¿Cómo puedes usar los cubos para mostrar cada número? ¿Cómo te pueden ayudar los cubos a descubrir cuál número es más?” // “How can you use the cubes to show each number? How can the cubes help you figure out which number is more?“

• Invite previously selected students to share the representations they made and how they used them to figure out which number is more.
• “¿De qué les sirvió contar objetos separando o hacer dibujos para descifrar cuál número es más?” // “How did counting out the groups of objects or drawing pictures help you figure out which number is more?”
• Invite previously selected students to share how counting helped them compare the numbers.
• “Sabemos que 9 es más que 5. Comparen estos números usando ‘menos’” // “We know 8 is more than 5. Compare these numbers using ‘less.’”

The purpose of this activity is for students to write and compare numbers 1–10. Students compare numbers in any way that makes sense to them.

• Display 9 and 2.
• “¿Cuál número es menos? ¿Cómo lo saben?” // “Which number is less? How do you know?” (2, I know that 2 is small and 9 is a lot more. When we count, we come to 2 first, which means it is less.)

The purpose of this activity is for students to choose activities that offer practice with number and counting concepts

• Fewer, Same, More
• Math Libs
• Number Race

• Display student pages or materials from centers throughout the units.
• “¿Cuál fue su centro favorito durante esta unidad? ¿Qué hizo que fuera su favorito?” // “What was your favorite center to work on during this unit? What made it your favorite center?”