Fun with the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon or washable marker
- Number cards or paper with the numbers 1–3
- Five small toys, blocks, or household objects
- Play dough or clay
- Paper and stickers, buttons, or cereal pieces
- A small basket or bowl
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the numeral 1.
- Count one object and say, “One.”
- Show one object when asked.
- Trace or make the shape of the number 1.
- Connect the number 1 to real-life examples.
Success Criteria
“I know I am successful when I can:
- Point to the number 1.
- Give you one object.
- Say, ‘One!’
- Make a number 1 with my finger, crayon, or play dough.”
Introduction: One Special Thing
Time: 5 minutes
Show the child one favorite toy or one snack.
Say:
“Look! I have one toy. One means just one. Can you hold up one finger?”
Invite the child to hold up one finger. Ask:
- “How many noses do you have?”
- “How many suns do we see in the sky?”
- “Can you find one toy?”
Explain:
“Today we will play and learn about the number 1. One means only one thing.”
Body of the Lesson
I Do: Meet the Number 1
Time: 5 minutes
Draw a large number 1 on paper or a whiteboard.
Say:
“This is the number 1. It looks like a straight line. We say, ‘One.’”
Trace the number slowly while saying:
“Start at the top. Go straight down. That makes 1.”
Place one object beside the numeral 1.
Say:
“The number 1 tells us there is one object.”
Quick Check
Show the child the number cards 1, 2, and 3. Ask:
“Can you find the number 1?”
Celebrate effort with specific feedback:
“You found 1! You looked carefully.”
We Do: One-Object Hunt
Time: 8 minutes
Place several small objects in front of the child. Work together through these steps:
- Say, “Let’s take one block.”
- Have the child pick up one block and place it in the basket.
- Touch the block and count, “One.”
- Repeat with different objects, such as one spoon, one toy, or one button.
Ask:
- “Can you put one car in the basket?”
- “Can you give me one block?”
- “How many objects are in the basket?”
If the child places more than one object in the basket, gently say:
“Let’s check. We need only one. Take one out. Now we have one.”
Move and Count: One-Step Actions
Time: 5 minutes
Invite the child to do one action at a time:
- Take one jump.
- Clap one time.
- Spin one time.
- Touch one toe.
Say the number clearly after each action: “One jump!” or “One clap!”
Ask:
“Should we do one more, or are we finished?”
We Do: Make the Number 1
Time: 7 minutes
Let the child choose one way to make the number 1:
- Trace a large number 1 with a crayon.
- Build a number 1 with play dough.
- Make a number 1 using one long piece of yarn.
- Draw the number 1 in the air with a finger.
Model the motion:
“Start at the top and go straight down. One!”
Help only as much as needed. Let the child try again without pressure.
You Do: Number 1 Creation
Time: 10 minutes
Give the child paper with a large number 1 or let the child draw one.
Invite the child to decorate it with one sticker, button, cereal piece, or other safe item.
Say:
“Put one sticker on your number 1. Touch it and count: one.”
When finished, ask the child to tell you:
- “What number did you make?”
- “How many stickers did you use?”
- “Can you show me one finger?”
Real-Life Connection: Find One
Time: 5 minutes
Take a short walk around the home or look around one room. Find examples of one:
- One door
- One table
- One lamp
- One pet, if applicable
- One favorite toy
Let the child choose one item to show you. Say:
“You found one lamp. One means just one.”
Formative Assessment
During the activities, observe whether the child can:
- Point to the numeral 1.
- Give or select one object.
- Count one object without adding extra objects.
- Repeat the word “one.”
- Begin forming the number 1.
Use simple prompts such as:
- “Show me one.”
- “Give me one.”
- “Which number is 1?”
- “How many do you have?”
Summative Assessment: Show What You Know
Place three number cards and three small objects in front of the child. Ask the child to:
- Point to the number 1.
- Place one object beside it.
- Say, “One.”
- Make or trace the number 1.
Successful completion: The child completes at least three of the four tasks with little or no help.
Differentiation and Support
For a Child Who Needs More Support
- Use only two number cards: 1 and 2.
- Use large objects that are easy to see and hold.
- Guide the child’s hand while counting one object.
- Repeat the same activity over several short sessions.
- Use songs, clapping, and finger movements to reinforce “one.”
For a Child Ready for More
- Ask the child to find one object in a different room.
- Compare one object with a group of two or three objects.
- Invite the child to write the number 1 independently.
- Ask, “What happens if we add one more?”
- Have the child create a short story using one character or one toy.
Conclusion: Tell What We Learned
Time: 3 minutes
Hold up one finger and ask the child to copy you.
Review together:
“Today we learned about the number 1. One means just one. We found one object, counted one, and made the number 1.”
Ask the child:
- “What number did we learn?”
- “Can you show me one finger?”
- “Can you find one thing to bring me?”
End with encouragement:
“You did it! You know that 1 means one.”
Optional Follow-Up
Read a counting book, sing a song about one, or look for the number 1 on clocks, labels, books, and signs during the day.