Fun with the Number 1

Materials Needed

• One large card or piece of paper with the number 1
• Small objects to count, such as blocks, buttons, toy animals, or pom-poms
• Paper and crayons
• Play dough or modeling clay
• One favorite toy or stuffed animal
• A small bowl or basket
• Optional: music for a movement activity

Learning Objectives

By the end of the lesson, the child will be able to:

• Recognize the number 1.
• Say the number word “one.”
• Count one object accurately.
• Show one object when asked.
• Trace or make a simple number 1.
• Connect the number 1 to everyday things.

Success Criteria

I can:

• Point to the number 1.
• Say, “One!”
• Give you one object.
• Make a number 1 with my finger, crayon, or play dough.

Introduction: Meet the Number 1

Time: 5 minutes

Hold up the number card and say:

“Today we are learning about the number 1. One means just one. Can you hold up one finger?”

Invite the child to hold up one finger. Look around the room together and find things that come in ones.

Ask:

• “Can you find one nose?”
• “Can you show me one hand?”
• “Can you find one toy you like?”

Quick check: Show the child the number card and ask, “What number is this?” If needed, say, “This is 1. One!”

Body of the Lesson

1. I Do: Watch Me Count One

Time: 5 minutes

Place several objects in front of the child. Slowly move one object into a bowl and say:

“I am putting one block in the bowl. One.”

Hold up the single object and repeat:

“This is one block. One means only one.”

Place two objects in the bowl, then take one away. Say:

“Now there are two. That is not one. I will take one away. Now there is one.”

Model tracing the number 1 in the air with your finger while saying:

“Down, down, down. This is number 1.”

2. We Do: Find One

Time: 8 minutes

Give the child a small group of objects. Work together to choose exactly one object.

Say:

“Let’s find one red block. Touch it and count: one.”

Try several playful challenges:

• “Put one toy animal in the basket.”
• “Give the stuffed animal one block.”
• “Choose one crayon.”
• “Put one pom-pom on the paper.”

After each turn, ask:

“How many did you choose?”

Encourage the child to answer, “One.”

Think-and-share moment: Ask, “What is one thing you like to play with?” Let the child choose and name one item.

3. Movement Game: One-Finger, One-Action

Time: 5 minutes

Explain:

“When I say ‘one,’ do one action.”

Give directions such as:

• “Do one jump.”
• “Clap one time.”
• “Take one big step.”
• “Turn around one time.”
• “Touch one knee.”

Pause after each action and count together: “One!”

4. We Do: Make the Number 1

Time: 8 minutes

Use a finger to draw a large number 1 in the air. Then invite the child to copy you.

Say:

“Start at the top. Go down. That makes 1.”

Let the child choose one way to make the number:

• Trace number 1 with a crayon.
• Build number 1 with play dough.
• Make number 1 using one long block or craft stick.
• Trace number 1 in a tray of flour, rice, or sand.

Do not worry about perfect handwriting. Praise effort and direction:

“You started at the top and moved down. You made a number 1!”

5. You Do: One-Object Hunt

Time: 8 minutes

Invite the child to find one safe object from around the home. The child may choose a toy, spoon, sock, book, or other item.

Give clear instructions:

1. “Find one object.”
2. “Bring it to our learning spot.”
3. “Tell me what it is.”
4. “Count it: one.”

Ask the child to place the object beside the number card. Say:

“You found one object to match the number 1.”

Offer choice by letting the child decide whether to draw the object or build it with blocks.

Formative Assessment: Show Me One

Time: 5 minutes

Place groups of objects in front of the child. Include groups with one, two, and three objects.

Ask the child to:

• Point to the group with one object.
• Give you one object.
• Hold up one finger.
• Point to the number 1.

Give gentle feedback:

• Correct: “Yes! You found one.”
• Almost: “Let’s touch each object and count together.”
• Needs support: Reduce the choices to one object and a group of two objects.

Summative Assessment: My Number 1 Show-and-Tell

Time: 5 minutes

Ask the child to complete three tasks:

1. Point to the number 1.
2. Show one object.
3. Make or trace a number 1.

Invite the child to say:

“This is one. I found one.”

Teacher or parent checklist:

• Recognizes the number 1.
• Uses the word “one.”
• Counts one object correctly.
• Shows one object when asked.
• Attempts to form the number 1.

Conclusion: Tell Me What You Learned

Time: 3 minutes

Review the lesson by holding up the number card and asking:

• “What number did we learn today?”
• “Can you show me one finger?”
• “Can you name one thing you found?”

Recap together:

“Today we learned that 1 means one. We found one object, counted one object, moved one time, and made the number 1.”

End with a simple celebration: clap one time, give one high-five, or sing a short “Number 1” song.

Differentiation and Support

For a Child Who Needs More Support

• Use only one object and an empty space at first.
• Guide the child’s hand while counting: “One.”
• Use large number cards and large objects.
• Repeat the same activity several times with different objects.
• Offer choices between only two options.

For a Child Ready for More

• Ask the child to find one object of a particular color or shape.
• Ask, “What happens if we add one more?”
• Invite the child to make a collection with one item in several different places.
• Look for the number 1 in books, signs, calendars, or packaging.
• Practice saying the number 1 in another language the family knows.

Optional Real-World Follow-Up

During the day, look for examples of one:

• One plate at snack time
• One shoe placed by the door
• One book selected for story time
• One flower, leaf, or rock found outside
• One spoon or cup during meal preparation

Each time, ask, “How many?” and encourage the child to answer, “One!”