The purpose of this activity is for students to count to answer “how many?” questions about images displayed on fingers. Students draw a line to the number that shows how many fingers each image shows.

• Invite students to share how many fingers are in each image and how they know.

The purpose of this activity is for students to count to answer “how many?” questions about images arranged on 10-frames. Students circle the number that shows how many dots there are.

• Display the 10-frame with 19 dots from the student page.
• Invite students to share how many dots there are.
• “Hay 19 puntos. Hay 10 puntos en el tablero de 10 y 9 puntos más. 19 es 10 y 9” // “There are 19 dots. There are 10 dots on the 10-frame and 9 more dots. 19 is 10 and 9.”

The purpose of this activity is for students to learn Stage 1 of the Grab and Count center. Each student grabs a handful of pattern blocks, puts them together, guesses how many there are, and records the guess on their recording sheet. Then they figure out how many pattern blocks there actually are and record the number. Students should have access to 10-frames and counting mats and may use any strategy they choose to figure out the total number of blocks.

After they participate in the Grab and Count center, students choose any previously introduced stage from these centers:

• Find the Pair
• Tower Build

Students will choose from these centers throughout the section. Keep materials from these centers organized to use each day. 

• Display 18 pattern blocks.
• “¿Cuántas fichas geométricas creen que hay acá? ¿Cómo decidieron cuál creían que era la cantidad?” // “How many pattern blocks do you think are here? How did you make your guess?”
• “¿Era más fácil decir cuál creían que era la cantidad a medida que jugaban más rondas? ¿Por qué sí lo era o por qué no?” // “Did it get easier to guess as you played more rounds? Why or why not?”