Fun with the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon or marker
- One favorite toy or stuffed animal
- Small objects to count, such as blocks, buttons, or toy cars
- Paper and crayons
- Optional: number cards or homemade cards showing the numeral 1
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the numeral 1.
- Say that 1 means “one.”
- Count one object correctly.
- Trace or attempt to write the numeral 1.
- Find examples of one thing in everyday life.
Success Criteria
I can:
- Point to the number 1.
- Show one object when asked.
- Say, “This is one.”
- Make a number 1 with a finger, crayon, or object.
Introduction: The One-Thing Hunt
Time: 5 minutes
Place one favorite toy in front of the child.
Say: “Look! I have one toy. One means just one. Can you show me one finger?”
Invite the child to look around the room and find one thing, such as one pillow, one book, or one shoe.
Ask:
- “How many toys do we see?”
- “Can you hold up one finger?”
- “Can you find one blue thing?”
Tell the child: “Today we will play, count, and learn about the number 1.”
Body: Learn and Practice
1. I Do: Meet the Number 1
Time: 5 minutes
Draw a large numeral 1 on paper or a whiteboard.
Say: “This is the number 1. We say, ‘one.’ The number 1 tells us there is one thing.”
Point to one object.
Say: “One block. I see one block.”
Show one finger and say, “One finger.” Clap once and say, “One clap.”
Invite the child to copy each action.
2. We Do: One or More?
Time: 7 minutes
Place one object in front of the child. Then place two or three objects nearby.
Say: “This group has one. This group has more than one. Can you touch the group with one?”
Repeat with different objects and arrangements.
Use simple examples:
- One block and two blocks
- One crayon and three crayons
- One toy car and two toy cars
Give the child one object and ask:
“How many do you have?”
Encourage the answer: “I have one.”
Quick check: Hold up one finger, then several fingers. Ask, “Which hand shows one?”
3. We Do: Number 1 Movement Game
Time: 5 minutes
Explain that the child should do an action one time when they hear the word “one.”
- One jump
- One clap
- One spin
- One stomp
- One wave
Say: “Let’s do one jump. Ready? One!”
After each action, ask, “How many jumps did we do?”
Allow the child to choose the next movement. This gives the child a chance to lead.
4. I Do, Then You Do: Make the Number 1
Time: 7 minutes
Model how to trace the numeral 1.
Say: “Start at the top. Go down. That makes a 1.”
Trace the number slowly with your finger. Then invite the child to:
- Trace a large 1 with a finger
- Draw a 1 with a crayon
- Make a 1 using a block, craft stick, or piece of string
- Draw one dot next to the numeral 1
Do not worry about perfect handwriting. Praise effort and direction.
Encouraging feedback: “You started at the top and went down. You made a number 1!”
5. You Do: One-Object Art
Time: 10 minutes
Ask the child to choose one object to draw, such as one sun, one flower, one house, or one animal.
Instructions:
- Choose one thing to draw.
- Draw it on the paper.
- Write or trace the number 1 beside it.
- Tell an adult what you drew.
Ask: “What is your one thing?”
Display the artwork and say, “You made a picture with one thing.”
Real-World Connection: Find One
Time: 5 minutes
Walk around the home together and look for things that come in ones.
Possible examples include:
- One front door
- One kitchen table
- One nose
- One moon in the sky
- One favorite stuffed animal
Let the child choose one place to search. Each time, ask, “Do we see one?”
Assessment
Formative Assessment
During the lesson, observe whether the child can:
- Show one finger.
- Select one object from a group.
- Say the word “one.”
- Match the numeral 1 to one object.
- Follow the movement instruction one time.
Summative Assessment: Show Me One
Place several objects nearby and ask the child to complete these tasks:
- “Show me one object.”
- “Point to the number 1.”
- “Give me one block.”
- “Make one clap.”
- “Can you draw or trace a 1?”
The child demonstrates success when they complete most tasks with little or no help.
Differentiation and Support
For Extra Support
- Use only one object and one group with more objects at a time.
- Guide the child’s hand while tracing the number 1.
- Use large objects and a large writing surface.
- Repeat the phrase, “One means just one.”
- Allow pointing, showing, or moving objects instead of speaking.
For More Challenge
- Ask the child to find three different examples of one thing.
- Invite the child to make a collection with one object and explain it.
- Ask, “What happens if we add one more?”
- Have the child find the numeral 1 in a book, calendar, or digital activity.
Conclusion: Tell What We Learned
Time: 3 minutes
Hold up the numeral 1 and one object.
Say: “Today we learned about the number 1. The number 1 means one thing.”
Invite the child to finish these sentences:
- “This is the number _____.”
- “The number 1 means _____.”
- “I can show one by holding up _____ finger.”
Finish with one clap together and say, “Great learning! We found, counted, moved, and made the number 1.”
Optional Follow-Up
Throughout the day, ask the child to find one object during everyday activities. For example: “Please bring me one spoon,” or “Can you find one sock?” Celebrate each successful example of the number 1.