The purpose of this activity is for students to count to find the total number of images in 2 groups. Each problem shows one group of organized images and one group of scattered images. In the Activity Synthesis, students discuss how they kept track of the images they counted and continue to hear the language “___ y ___ es ___” // "___ and ___ is ___."

• Invite previously selected students to share how they found the total number of balls for the problem with 3 soccer balls and 6 footballs.
• “¿Cómo sabe _____ que contó todos los balones?” // “How does _____ know that they counted all the balls?” (She crossed them off as she counted them, and they are all crossed off.)
• “Hay 9 balones. ¿Cuántos balones de fútbol hay? ¿Cuántos balones de fútbol americano hay?” // “There are 9 balls. How many soccer balls are there? How many footballs are there?”
• “3 balones de fútbol y 6 balones de fútbol americano es 9 balones. Podemos decir ‘3 y 6 es 9’” // “3 soccer balls and 6 footballs is 9 balls. We can say ‘3 and 6 is 9.’”
• Write “3 y 6 es 9” // “3 and 6 is 9.”

The purpose of this activity is for students to count to find the total number of images in 2 groups. In this activity, both groups of images are scattered. In the Activity Synthesis, students discuss different ways the images could be counted in order to find the total. When students count scattered images they need to be strategic and count in an organized way to make sure that each image is counted once and only once (MP6).

• “¿Puedes mostrarme cómo contaste los círculos?” // “Can you show me how you counted the circles?” As students count, ask “¿Cuáles círculos ya contaste? ¿Cuáles círculos te falta contar?” // “Which circles have you counted? Which circles do you still need to count?” 
• “¿Qué puedes hacer que te ayude a recordar cuáles círculos ya contaste?” // “What could you do to help you remember which circles you have counted already?” If needed, ask “¿Cómo te puede ayudar tachar los círculos a asegurarte de que los cuentas todos?” // “How could crossing out the circles help you make sure you count all of the circles?”

• Display the image of 3 black circles and 5 white circles.
• Invite previously identified students to share how they counted to find the total number of circles.
• “Algunos de nosotros contamos primero los círculos negros. Otros contamos los círculos negros y blancos al tiempo. Todos encontramos el mismo total” // “Some of us counted all of the black circles first. Some of us counted the black and white circles together. We all found the same total.”

The purpose of this activity is for students to choose from activities that offer practice writing numbers, counting to find the total of 2 groups, and describing and building with shapes.

Students choose any previously introduced stage from these centers:

• Roll and Add
• Math Libs
• Match Mine
• Tower Build

• “¿En qué cosa mejoraron al trabajar en los centros hoy?” // “What is one thing that you got better at during centers today?”