The purpose of this activity is for students to identify common features of books about numbers, such as having numbers and drawings on each page.

Some examples of number and math books include:

• One Is a Snail, Ten Is a Crab: A Counting by Feet Book by April Pulley Sayre and Jeff Sayre.
• Fish Eyes: A Book You Can Count On by Lois Ehlert.
• One Duck Stuck by Phyllis Root.

If time allows, read some of the number books to the class.

• Display a page that includes a number, a picture, and some words or a sentence.
• “¿Qué ven en esta página?” // “What do you see on this page?”
• Share responses.
• “Vamos a hacer libros de números sobre nuestra escuela. Al igual que en estos libros de números, cada página va a tener un número, un dibujo y algunas palabras” // “We are going to make number books about our school. Just like these number books, each page will include a number, a drawing, and some words.”

The purpose of this activity is for students to identify important objects or features in their school community and connect them to numbers. When students identify objects around them that they can count, they make a first step toward quantifying their world (MP4).

• “¿Qué los emociona más de lo que van a incluir sobre nuestra escuela en su libro de números?” // “What are you most excited to include in your number book about our school?”
• Share and record responses.
• “¿Alguien encontró 3 cosas del mismo tipo que quiera incluir en su libro de números? ¿Qué tal 10 cosas?” // “Did anyone find 3 of something that they want to include in their number book? What about 10 of something?”

The purpose of this activity is for students to choose from activities that offer practice with number and shape concepts. Students choose from five centers introduced in previous units. Students can choose to work at any previously introduced stage of these centers:

• Picture Books
• Find the Pair
• Math Stories
• Build Shapes
• Make or Break Apart Numbers

• “Si fueran a enseñarle a otro estudiante cómo jugar el centro ________, ¿qué le dirían o qué le mostrarían?” // “If you were going to teach another student how to play ________ center, what would you tell them or show them?”