The purpose of this activity is for students to recognize and name quantities 1–10 represented on fingers. Students may count to determine how many fingers are held up in this activity. With repeated experience, students begin to recognize quantities represented with fingers without counting (MP7, MP8).

• Hold up 2 fingers.
• “¿Cómo saben cuántos dedos tengo levantados?” // “How do you know how many fingers I am holding up?” (I can just see that there are 2.)
• Hold up 5 fingers.
• “¿Cómo saben cuántos dedos tengo levantados?” // “How do you know how many fingers I am holding up?” (I know that there are 5 fingers on a hand.)
• “En la siguiente actividad, vamos a practicar mostrar con nuestros dedos un número dado” // “In the next activity, we will practice showing a given number with our fingers.”

The purpose of this activity is for students to show quantities 1–10 with fingers. Students may count each finger to show the given amount, or they may automatically know how many fingers to hold up.

• “Muestren un número usando solo una mano” // “Show a number using only one hand.”
• “Muestren un número usando las dos manos” // “Show a number using two hands.”
• “¿Cuáles números pueden mostrar con una mano?” // “Which numbers can you show on one hand?” (I can show 3 on one hand with 3 fingers. I can hold up 5 fingers to show 5.)
• “¿Para mostrar cuáles números necesitan las dos manos?” // “Which numbers do you need two hands to show?” (I need two hands to show 10 fingers. There are only 5 fingers on each hand, so I need the other hand to show more than 5.)

The purpose of this activity is for students to learn Stage 1 of the Math Fingers center. Students hold up the number of fingers shown on a card and their partner determines how many fingers they are holding up. While students may put up fingers in any order, demonstrate by raising fingers starting with the right pinky with palms facing out towards students. Students may count the fingers or recognize the quantity without counting. Students may also count on from 5 to determine how many fingers when 6–10 fingers are displayed. When students connect the number shown on the card to the number of fingers they hold up, they reason abstractly and quantitatively (MP2).

After they participate in the Math Fingers center, students choose any previously introduced stage from these centers:

• Pattern Blocks
• Picture Books

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

• “Hoy conocimos un nuevo centro en el que usamos nuestros dedos y tarjetas. ¿Qué pueden hacer para cuidar las tarjetas y asegurarse de que podamos usarlas para jugar otra vez?” // “Today we learned a new center using our fingers and cards. What can you do to take care of the cards to make sure that we can use them to play the game again?” (We can make sure we don’t bend them. We can make sure we put them all back when we are done.)