The purpose of this activity is for students to count out groups of objects and draw out groups of images in the context of planning a garden. Students decide which types of vegetables to include in their garden, how many of each vegetable, and how to arrange the vegetables. When students model a situation using a representation such as a drawing and consider assumptions about information not given in a situation, they model with mathematics (MP4). 

• “Cuando diseñaron su huerta, ¿pusieron juntos los mismos tipos de vegetales o los separaron? ¿Por qué?” // “When you designed your garden, did you keep all of the same kinds of vegetables together or did you spread them out? Why?” (I kept them all together so it's easier to pick them. I kept them all together so I can see how many there are. I put the carrots all along the outside because I thought that they would look pretty.)

The purpose of this activity is for students to count groups of images and practice writing numbers 1‒20. Students use the gardens they designed in the previous activity to create a shopping list in which they include the type and number of seeds needed to plant their vegetable garden. As students use their model to determine how many of each type of seed they need, they think about the real-world implications of their model (MP4).

• Invite 3 students to share their garden designs with the class.
• Separately display the shopping lists that each student made. 
• “¿Cuál lista de compras corresponde a cuál huerta? ¿Qué información en el diseño les ayudó a descubrirlo?” // “Which shopping list matches which garden? What information in the design helps you figure that out?” (I can see that there are 4 carrots because they drew 4 carrots and wrote the number 4. That matches this shopping list because they wrote that they need to buy 4 carrot seeds.)