The purpose of this activity is for students to count out objects to match a number. Students recognize numbers 1‒10 and count out objects to represent the number. The 5-frame is not shown under each number, but students who need more support in recognizing numbers should have access to the Numbers 1‒10 with 5-Frames Reference Sheet.

Number Cards 0‒10 are provided as a blackline master. In this unit, only numbers 1‒10  should be provided to students. Zero will be introduced in a future unit. Students will continue to use these cards throughout the year. Consider copying the cards on cardstock or laminating them and keeping them organized in sets to be used repeatedly.

• “¿Cómo supieron cuántas plantas poner en su huerta?” // “How did you know how many plants to put in your garden?” (We saw the number 4 and put 4 plants in our garden.)
• Display the number 7.
• “Voy a poner las plantas en la huerta. Díganme cuándo tengo que dejar de poner plantas en la huerta” // “I’m going to put the plants in the garden. Tell me when I should stop putting plants in the garden.”
• Count as you put each counter in the garden. Do not stop adding counters until the class tells you to.
• If the class tells you to stop after placing 7 counters, ask:
  • “¿Por qué tengo que dejar de poner plantas en la huerta?” // “Why do I need to stop putting plants in the garden?”
  • “¿Cuántas plantas hay en la huerta? ¿Cómo lo saben?” // “How many plants are in the garden? How do you know?”
• If the class does not tell you to stop placing the counters, place 10‒15 counters on the garden and ask:
  • “¿Cuántas plantas hay ahora en la huerta? ¿Cuántas plantas debí haber puesto en mi huerta?” // “How many plants are in the garden now? How many plants was I supposed to put in my garden?”

The purpose of this activity is for students to count out objects to match a number. Students work in small groups to create many different groups with the number on their poster. After students create their posters, they participate in a Gallery Walk. As students see many different groups of objects representing the same number, they develop their understanding that the arrangement of objects does not affect the number (MP7).

Consider establishing a small sound or motion to signal to students when it is time to move from one poster to the next. Students can use math tools that they have been introduced to or classroom objects such as crayons, paper clips, and buttons. The chart paper with numbers will be used again in the next lesson.

• Display a completed number poster.
• “¿En qué se parecen todos los grupos del póster? ¿En qué son diferentes?” // “What is the same about all of the groups on this page? What is different?” (All of the groups have 5 objects. There are lots of different objects.)
• If needed, “El número 5 me dice que tome 5 cosas. Pero puedo tomar 5 cubos, 5 crayones o 5 manzanas. El número 5 nos dice cuántos” // “The number 5 tells me to get 5 things. But I can get 5 cubes or 5 crayons or 5 apples. The number 5 tells us how many.”

The purpose of this activity is for students to learn Stage 2 in the Bingo center. Students recognize numbers and identify groups that have the given number of images. The images are presented in a variety of arrangements, such as on fingers, on 5-frames, in lines, or in dot cube arrangements. Students may recognize the number of images or may count the images.

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

• Number Race
• Geoblocks
• Math Fingers

• Display the Bingo gameboards with counters on all of the groups of 5.
• “¿Cuál tarjeta piensan que este grupo volteó? ¿Cómo lo saben?” // “What card do you think this group flipped over? How do you know?” (They flipped over the card with the number 5. They covered up the groups with 5 things.)