• Begin at 1 to count each shape, even after 10 shapes are circled.
• Circle 10 shapes and know that 10 shapes and 2 shapes is 12 shapes without counting based on experiences in previous lessons.
• Circle 10 shapes and count on from 10 to determine the total number of shapes.

• Invite a student who circled 10 shapes and just knew that 10 shapes and _____ shapes is _____ to share.
• “¿Cómo te ayudó marcar 10 de las figuras a averiguar cuántas figuras había en total?” // “How did circling 10 of the shapes help you figure out how many shapes there were altogether?” (I circled 10 shapes and saw that there were 3 more shapes. I know that 10 and 3 is 13.)
• “10 figuras y 3 figuras es 13 figuras” // “10 shapes and 3 shapes is 13 shapes.”
• Invite a student who circled 10 shapes and counted on to determine the total number of shapes to share.
• “¿Cómo te ayudó marcar 10 de las figuras a averiguar cuántas figuras había en total?” // “How did circling 10 of the shapes help you figure out how many shapes there were altogether?” (I circled 10 shapes. I knew that there were 10 shapes in my circle, so then I counted 11, 12, 13. I didn't have to count the 10 shapes again.)
• As each student shares, record the number of shapes with an equation, such as .

The purpose of this activity is for students to show the 10 ones and some more ones structure of numbers 11–19 as they color images to match expressions. Once students color in the expressions, they figure out the total number of shapes and fill in an equation. Because students are coloring in the shapes to show , students may count on from 10 to determine the total number of shapes. It is important that students connect their equations to the corresponding representations (MP2). While counting on from 10 is highlighted in the Activity Synthesis, counting on to determine the total is not an expectation in kindergarten.

• Invite a student who counted all of the shapes to share.
• Invite a student who counted on from 10 to share.
• “¿En qué se parecen y en qué son diferentes la manera en la que _____ contó las figuras y la manera en la que ____ lo hizo?” // “What is the same and what is different about how _____ and _____ counted the shapes?” (They both counted all shapes. _____ started counting at 1. _____ didn’t count the shapes that they colored because they knew that there were 10.)

The purpose of this activity is for students to choose from activities that offer practice with addition, subtraction, composing, and decomposing. 

Students choose any previously introduced stage from these centers:

• Find the Value of Expressions
• Make or Break Apart Numbers
• Bingo

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

• “¿Qué les gustó de las actividades en las que trabajaron hoy?” // “What did you like about the activities you worked on today?”