• identify sets of objects in familiar contexts (school and home).
• represent sets of objects with numbers, words, and pictures.
• describe patterns and relationships as shown in repeated addition.
• incorporate numerical, visual, and written descriptions in a revised and published format.

• McMillan, Bruce. One, Two, One Pair! New York: Scholastic, 1991.
• Aker, Suzanne. What Comes in 2’s, 3’s, and 4’s? New York: Simon & Schuster, 1990.
• Pairs Homework Activity Sheet
• Sets of 3, 4, 5, 6 Activity Sheet
• Format Options for Class Books
• Suggested Children’s Books for Finding Sets and Skip-Counting
• Suggested Criteria for Assessment: Read-Aloud
• Suggested Criteria for Assessment: Class Book
• Stapleless Book
• Online Multigenre Mapper

• Gather the books needed for the lesson from the booklist.
• Make appropriate copies of Pairs Homework Activity Sheet, Sets of 3, 4, 5, 6 Activity Sheet, Suggested Criteria for Assessment: Read-Aloud, and Suggested Criteria for Assessment: Class Book.
• Test the Stapleless Book and Multigenre Mapper on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

1. Introduce the book One, Two, One Pair! to the children.
2. After reading the story, invite the class to respond further by asking the questions below. It is likely that children will spontaneously point to other pairs (on their bodies, in the classroom).
   
   
   • What did you find interesting about this story?
   • What else did you notice?
   
   
   
3. Act out skip counting by 2’s (e.g. using hands, shoes, or eyes). Encourage students to work in pairs, too.
4. Allow about 5 minutes for a “pair hunt” around the room and then reassemble.
5. Students should record their discoveries individually in a math journal, or as a whole-group shared writing experience.
6. Use opportunities throughout the day to add new discoveries, writing the details down in students’ math journals or on the class list.
7. When all students are comfortable with finding pairs and using pairs to skip count, pass out the Sets of 2 Handout to be completed outside of the classroom.
8. Allow several days for the activity to be completed.

1. Invite students to share their Sets of 2 discoveries with the class.
2. Use their examples to practice skip counting and to pose and solve oral problems. For example, if two students brought in pictures of earrings, ask how many earrings there are all together with two sets or pairs of earrings.
3. On a chart, make a class list with picture clues of the sets that were discovered. Post the chart for continued reference.
4. Introduce What Comes in 2’s, 3’s and 4’s? Invite students to compare this book with One, Two, One Pair! before reading the second book. Again, invite comments about the various examples during reading.
5. Allow students to find examples of sets of 2’s, 3’s and 4’s (and later, 5’s and 6’s) in the room and around the school.
6. When students are familiar with finding this range of sets, pass out the Sets of 3’s, 4’s, 5’s and 6’s handout to be completed outside of the classroom.
7. Allow several days for the activity to be completed.

1. Invite students to share their Sets of 3’s, 4’s, 5’s and 6’s with the class.
2. Make a chart with some examples of each of the sets, adding picture clues.
3. Show both books, the book pair, to students and suggest that the class make their own book of sets.
4. As a class, choose a format for the class book.
5. Once the format for the class book has been selected, make a planning sheet on chart paper.
6. Students create their pages for the books during whole-group or center time. (Some of the above choices lend themselves to having a student team of “editors” sequence the pages in a logical order.)
7. Celebrate the completed book(s), and use the students’ book to create story problems.

• Use coins to represent sets of 5 and 10.
  
• In the math center, have a set of cards available that shows even numbers (2 – 20) with a pocket chart. Students can place the numbers in consecutive order (ascending or descending). Have the correct order printed on a sentence strip for self-checking. Invite students to compare the sequences of counting by 2’s and counting by 4’s. Have them share their discoveries at meeting time.
  
• Have students represent sets and repeated addition on the 100-board (or modified chart), and on a calculator, using the repeat function key (= sign). This can be done traditionally or online.
  
• Discuss single things that are referred to as pairs (e.g., pants, glasses, scissors). Invite the students to share why those items are called pairs when they are only one item.
  
• Use the class book of sets to create story problems. For example, “I see 2 cars. How many wheels do I see?” or the reverse: “I see 8 wheels. How many cars do I see?” Practice orally, use the ideas for shared writing, and invite independent writing.

Interactive 100 Square
http://www.hellam.net/maths2000/100square.html

An interactive hundred board with two possible formats, beginning with 0 or 1. The board can display 3 simultaneous sequences to highlight additional patterns.

Math Poems
http://www.tooter4kids.com/Classroom/math_poems.htm

A variety of math poems on many different topics, including skip counting.

• Oral responses and anecdotal notes from read-aloud and sharing sessions.
  
• Assessment of student’s work, checking to make sure that the pictures accurately reflect the number of objects in a set and that the children explain their collections (orally or in writing).
  
• Completion of class book page/individual book.
  
  
  

NCTE/IRA Standards

1 - Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

2 - Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

11 - Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12 - Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).