Fun With the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon, marker, or pencil
• Number cards or paper cards labeled 1–3
• Small objects such as blocks, buttons, toy animals, or snacks
• Paper and stickers
• A small basket or bowl
• Optional: music for a movement game

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 accurately.
• Trace or draw the numeral 1.
• Find examples of one object in everyday life.

Success Criteria

The child is successful when they can:

• Point to the number 1 when asked.
• Give one object when asked for “one.”
• Say, “This is one.”
• Make a recognizable numeral 1 with help or independently.

Introduction: One Big Surprise

Time: 5 minutes

Place one special object in a basket, such as one toy animal or one colorful block.

Say:

“Look inside the basket. How many things are inside? Let’s see!”

Let the child take out the object. Emphasize:

“There is one toy. One means just one.”

Show the numeral 1 and say:

“This is the number 1. Number 1 tells us there is one thing.”

Today’s Child-Friendly Goals

Tell the child:

“Today we will look for one, count one, move like one, and make the number 1.”

Body: Learn and Practice

Part 1: I Do — See and Hear One

Time: 5 minutes

Place one block on the table. Point to it and count slowly:

“One.”

Show the numeral 1 beside the block and say:

“This is one block. This is the number 1.”

Repeat with several single objects, such as one spoon, one book, and one toy.

Use clear questions:

• “How many blocks do we have?”
• “Do we have one book or two books?”
• “Can you touch one toy?”

Quick Check: Show a group with one object and a group with two objects. Ask, “Which group has one?”

Part 2: We Do — Find One

Time: 8 minutes

Invite the child to search the learning area or home for things that come in groups of one.

Say:

“Let’s go on a number 1 hunt. Find one thing and bring it to our basket.”

Possible examples include one shoe, one pillow, one book, or one stuffed animal. Each time the child finds an object, count it together:

“One. You found one book!”

For a movement break, give directions such as:

• “Take one step.”
• “Clap one time.”
• “Jump one time.”
• “Touch one knee.”

Think and Talk: Ask, “What is one thing you like?” Accept answers such as one toy, one color, or one snack.

Part 3: We Do — Match One to the Number 1

Time: 7 minutes

Place a large numeral 1 on the table. Put several objects nearby.

Say:

“The number 1 wants one friend. Can you give it one block?”

Help the child place exactly one object next to the numeral 1.

Repeat with different objects. Sometimes place two or three objects beside the numeral and ask the child to fix the group:

“The number 1 needs one object. Should we take some away?”

Quick Check: Show cards labeled 1, 2, and 3. Ask the child to place one object on the card labeled 1.

Part 4: I Do, Then We Do — Make the Number 1

Time: 7 minutes

Draw a large numeral 1 while saying:

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

Trace the number slowly with your finger. Invite the child to trace it in the air, on the table, or in a tray of rice or flour.

Use a simple rhyme:

“Down we go, and we are done. We made the number 1!”

Next, have the child trace a dotted numeral 1 or copy a large model.

Part 5: You Do — Create a Number 1 Picture

Time: 8–10 minutes

Give the child paper and crayons or stickers.

Invite the child to choose one activity:

1. Draw one big object, such as one sun or one flower.
2. Decorate the numeral 1 with one sticker at a time.
3. Make a picture of one favorite toy.
4. Build the number 1 with blocks or craft sticks.

As the child works, ask:

• “What is your one thing?”
• “Can you show me one sticker?”
• “Where is the number 1?”

Give specific encouragement:

“You chose one flower. You counted it carefully.”

Real-World Connection: One in Our Day

Time: 3 minutes

Talk about ways the number 1 appears in daily life:

• One nose
• One mouth
• One sun in the sky
• One home or learning space
• One person doing a special job

Ask:

“Can you find one thing in this room?”

Assessment

Formative Assessment During the Lesson

• Ask the child to point to the numeral 1.
• Ask the child to give you one object.
• Show one, two, and three objects and ask, “Which group has one?”
• Listen for the child using the word “one” correctly.
• Watch whether the child counts one object without adding extra objects.

Summative Demonstration

At the end of the lesson, place three numeral cards and several objects in front of the child. Ask the child to:

1. Point to the number 1.
2. Place one object beside it.
3. Say, “This is one.”
4. Trace or draw the numeral 1.

Differentiation and Support

For a Child Who Needs More Support

• Use only the numerals 1 and 2 at first.
• Use large, easy-to-hold objects.
• Guide the child’s hand while tracing.
• Repeat the phrase, “One means just one.”
• Give one direction at a time.
• Use physical movement, such as one clap or one jump, before using pencil-and-paper work.

For a Child Ready for More Challenge

• Ask the child to find five different examples of one.
• Mix numeral cards from 1 to 5 and ask the child to find 1.
• Ask, “What number comes after 1?”
• Invite the child to write the numeral 1 without a dotted guide.
• Ask the child to create a short story using one character or one object.

Flexible Learning Options

• Hands-on: Use blocks, toys, or household objects.
• Movement-based: Clap, jump, or take one step.
• Digital: Use a drawing app to trace the numeral 1.
• Outdoor: Find one leaf, one rock, or one flower.
• Snack-based: Place one safe snack on a plate and count it.

Conclusion: Tell What We Learned

Time: 5 minutes

Review the numeral 1 and one object together.

Say:

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

Invite the child to complete these sentences:

• “The number that means one is ___.”
• “I can find one ___.”
• “I can make the number ___.”

End with a cheerful number rhyme:

“One little clap, one little cheer, number 1 is special here!”

Optional Follow-Up Activity

During the day, invite the child to find one object in different places. Each time, the child can say:

“I found one!”