The purpose of this activity is for students to count groups of up to 10 images and notice that the order in which the images are counted does not change the number of images. This understanding develops over time with repeated experiences counting objects and groups of images in different arrangements (MP8).

Set up workstations at tables or desks around the classroom. Place one image card at each station. Consider developing a sound to signal to students that it is time to transition to the next station.

• “¿Qué cosas ya contaste? ¿Cómo lo sabes?” // “Which things have you counted already? How do you know?”
• “¿Me puedes mostrar con tu dedo cómo vas a contarlos?” // “Can you show me with your finger how you are going to count them?”

• Display the card with 8 dots in an array:

  

• “¿Cómo pueden averiguar cuántos puntos hay?” // “How would you figure out how many dots there are?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Invite 2 students to demonstrate counting the dots, with 1 student counting across the rows and 1 student counting down each column.
• “Hay 8 puntos. No importa si contamos los puntos en otro orden, siguen habiendo 8 puntos” // “There are 8 dots. Even if we count the dots in a different order, there are still 8 dots.”

The purpose of this activity is for students to keep track of the images that they have counted. This activity is optional because it is an opportunity for extra practice that not all students may need. It gives students a chance to practice accurately counting groups of 1–10 images. Counting images can be more challenging because students are not able to move the images to help them keep track of which images they have counted. Students place one object on each image to keep track of which images have been counted.

This activity can be used with a small group or the whole class. Students who do not need this optional activity may benefit from additional time working in centers. Some students may benefit from working on the concepts in this optional activity more than one time.

• Invite previously identified students to demonstrate placing 1 counter on each dot as they count. If no student did this, ask, “¿Cómo puedo usar las fichas como ayuda para llevar la cuenta de los puntos que he contado?” // “How can I use the counters to help me keep track of which dots I’ve counted?”
• “¿Cuántos puntos hay en el siguiente grupo? Usen las fichas como ayuda para saber cuáles puntos ya han contado” // “How many dots are there in the next group? Use the counters to help you keep track of which dots you’ve counted.”
• 1 minute: independent work time

The purpose of this activity is for students to learn Stage 1 of the Number Race center. Students practice recognizing and writing numbers as they roll a connecting cube onto the mat and trace the number that it lands on. If students do not yet recognize each number, they can match the symbol on the number mat to the symbol on the recording sheet. Students continue rolling and tracing until one number "wins" (all of the numbers in the column are traced). After students have traced all of one number, they can finish tracing the rest of the numbers or play again. Students can use different colors or writing utensils during this center. In a future variation of this center, students will write the numbers instead of tracing them.

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

• Fewer, Same, More
• Connecting Cubes

• “¿Qué les gustó del juego ‘Carrera con números’?” // “What did you like about playing Number Race?”