Fun With the Number 1
Materials Needed
- One large piece of paper or a small whiteboard
- Crayon, marker, or pencil
- Small objects to count, such as blocks, buttons, or toy animals
- Number cards or paper with the numbers 1, 2, and 3
- Play dough or clay
- Optional: music for a movement game
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the written number 1.
- Say the number word “one.”
- Count one object correctly.
- Show one object when asked.
- Trace or make the shape of the number 1.
Success Criteria
“I can show one thing, say ‘one,’ and make the number 1.”
Introduction: Number 1 Adventure
Adult says: “Today we are going on a number adventure! We will learn about the number 1. Can you hold up one finger?”
Invite the child to hold up one finger. Sing or chant:
“One little finger, point up high.
One little finger, touch the sky!”
Tell the child: “Today we will learn what 1 looks like, what one means, and how to make it.”
Body of the Lesson
1. I Do: Meet the Number 1
Write a large 1 on paper or a whiteboard.
Adult says: “This is the number 1. It is called one. One means just one thing.”
Show one toy or block.
Adult says: “I have one block. Let’s count it: one.”
Point to the written number as you say “one.” Then show one finger.
Quick check:
- “What number is this?”
- “How many blocks do I have?”
- “Can you show me one finger?”
2. We Do: Find One
Place a few groups of objects nearby: one toy, two blocks, and three buttons.
Adult says: “Let’s find the group with one thing.”
Help the child touch and count each group. When the child finds one object, celebrate:
“Yes! This group has one. One means just one.”
Repeat with different objects around the home. Ask the child to find:
- One spoon
- One sock
- One book
- One toy animal
Think and share: Ask, “What is one thing you can see in this room?” Let the child answer or point.
3. We Do: Number 1 Movement Game
Give simple movement directions. Each direction uses one action.
- “Do one jump.”
- “Clap one time.”
- “Take one big step.”
- “Spin one time.”
After each action, ask, “How many did you do?” Encourage the child to answer, “One!”
4. I Do: Make the Number 1
Model how to write or trace the number 1.
Adult says: “Start at the top. Go down. Number 1 looks like a straight line.”
Trace the number slowly with your finger while saying:
“Down we go to make a 1!”
Make the number 1 in the air, on the table, and on the child’s palm using a finger.
5. We Do: Make a Number 1
Invite the child to make the number 1 using one of these choices:
- Trace a large number 1 with a crayon.
- Make a number 1 with play dough.
- Build a number 1 with blocks.
- Draw a number 1 in the air.
- Walk along a large number 1 drawn on the floor with tape or paper.
Give specific feedback:
“You started at the top and moved down. You made a number 1!”
6. You Do: One Treasure Hunt
Give the child a small basket or container.
Instructions:
- Find one safe item in the room.
- Put it in the basket.
- Bring the basket back.
- Tell or show how many items are inside.
Repeat once or twice with different rooms or areas. The child may choose what to find, such as one soft toy, one book, or one block.
Ask: “Do we have one item or many items?”
Formative Assessment: Show Me One
Place several objects in front of the child and ask the child to:
- Give you one object.
- Point to the number 1 among the number cards.
- Hold up one finger.
- Make one clap.
- Trace or make the number 1.
Notice whether the child can complete each task independently, with a little help, or after watching a demonstration.
Summative Assessment: Number 1 Show-and-Tell
Invite the child to complete this short demonstration:
- Point to the written number 1.
- Say “one.”
- Show one finger.
- Place one object beside the number 1.
- Make a number 1 using a crayon, play dough, blocks, or a finger in the air.
Success looks like: The child recognizes or points to 1, connects 1 with one object, and attempts to form the number 1.
Differentiation and Support
For a Child Who Needs More Help
- Use only one object at a time.
- Guide the child’s hand while counting or tracing.
- Repeat the words “one” and “just one” often.
- Use large materials that are easy to touch and move.
- Allow pointing, showing, or moving instead of speaking.
For a Child Ready for More
- Ask the child to find one item in several different rooms.
- Invite the child to compare one object with a group of two or three.
- Ask, “What happens if we add one more?”
- Have the child decorate a large number 1 with one sticker, one dot, or one drawing.
- Look for the number 1 on a clock, book, calendar, or house number.
Real-World Connection
During the day, point out examples of one:
- “You have one nose.”
- “You are holding one cup.”
- “There is one sun in the sky.”
- “You chose one book.”
Conclusion and Recap
Review the lesson by asking:
- “What number did we learn?”
- “Can you show me one finger?”
- “Can you find one object?”
- “How do we make the number 1?”
End with this chant:
“One means one, that’s what we know.
One finger up, one finger show!
Start at the top and go down to make
The number 1—what a great shape!”
Optional Follow-Up Activity
Make a “One Page.” The child draws or glues one favorite object on a piece of paper and practices writing the number 1 beside it. The child may choose the object and decorate the page.