Fun with the Number 1

Materials Needed

• Large paper or cardboard
• Crayon or washable marker
• One toy, block, or small object
• Several small objects, such as blocks, buttons, or pom-poms
• Play dough
• Optional: number cards or a phone/tablet camera

Learning Objectives

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

• Recognize the numeral 1.
• Say that “one” means a single object.
• Count one object correctly.
• Trace or make the shape of the numeral 1.
• Find examples of one item 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.”
• Count one object by saying, “One.”
• Make a number 1 using a crayon, finger, or play dough.

Introduction: Look for One

Time: 5 minutes

Hold up one toy or block.

Say: “Look! I have one toy. One means just one. Can you show me one finger?”

Invite the child to hold up one finger. Sing or chant:

“One little finger, tap, tap, tap!
One little finger, clap, clap, clap!”

Ask:

• “How many toys do I have?”
• “Can you show me one finger?”
• “Can you find one thing near you?”

Tell the child: “Today we will learn about the number 1. We will find one thing, count one thing, and make the number 1.”

Body: I Do — Teacher Demonstration

Time: 5 minutes

1. Show the Numeral

Draw a large 1 on paper.

Say: “This is the number 1. We say ‘one.’ The number 1 tells us there is one thing.”

2. Count One Object

Place one block on the table. Touch it and say slowly:

“One.”

Place several blocks nearby. Move only one block forward and say:

“This is one block. The other blocks are waiting.”

3. Trace the Number

Use your finger to trace the number 1 from top to bottom.

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

Body: We Do — Practice Together

Time: 10 minutes

Activity 1: Give Me One

1. Place several objects in front of the child.
2. Say, “Please give me one block.”
3. Help the child choose exactly one object.
4. Count it together: “One.”
5. Repeat with different objects.

Try asking for one spoon, one crayon, or one stuffed animal. Connect the activity to daily life by saying, “At snack time, you might have one cup.”

Activity 2: Number 1 Hunt

Look around the home together for the number 1. Check books, clocks, calendars, labels, or number cards.

Each time the child finds a 1, say:

“You found number 1! It says one.”

Activity 3: One or More?

Show the child one object and then a small group of objects.

Ask:

• “Which group has one?”
• “Which group has more than one?”

Use simple language: “One means just one. Two or more means more than one.”

Body: You Do — Child’s Choice Activity

Time: 10 minutes

Let the child choose one activity.

Choice A: Make Number 1 with Play Dough

1. Roll the play dough into a long snake.
2. Bend or place it to make the shape of 1.
3. Trace the play-dough number with one finger.
4. Say, “This is 1. One.”

Choice B: Number 1 Art

1. Draw a large number 1 on paper.
2. Let the child decorate it with crayons, stickers, or fingerprints.
3. Ask the child to add exactly one special mark, such as one star or one heart.

Choice C: One-Object Show and Tell

1. Ask the child to choose one favorite object.
2. Have the child show it to you.
3. Say together: “I have one ____.”
4. If appropriate, take a photo of the child holding one object.

Formative Assessment: Quick Checks

Check understanding throughout the lesson by asking:

• “Show me one finger.”
• “Which card is number 1?”
• “Can you give me one block?”
• “How many objects are here?”
• “Can you trace number 1?”

Give specific feedback:

• “You gave me exactly one block.”
• “You touched the block once while counting.”
• “You started at the top and made a number 1.”

Real-World Connection

During the day, look for natural examples of one:

• One nose
• One mouth
• One sun in the sky
• One family pet
• One cup at snack time
• One bedtime story

Use the sentence: “I see one ____.”

Differentiation and Support

For Extra Support

• Use only two choices: one object and a group of objects.
• Guide the child’s hand while tracing the number 1.
• Use large objects that are easy to see and touch.
• Repeat the words “one” and “number 1” often.
• Allow the child to answer by pointing, showing one finger, or speaking.

For an Extra Challenge

• Ask the child to find three different examples of one.
• Invite the child to draw one object beside the number 1.
• Ask, “What happens if we add one more?”
• Have the child make a number 1 using household objects.

Conclusion: Tell What We Learned

Time: 5 minutes

Hold up the numeral 1 and ask the child to complete these sentences:

• “This is number ____.”
• “Number 1 means ____ thing.”
• “I can show one with my ____.”

Finish with this chant:

“One is fun!
One sun, one nose, one little toe.
Number 1 is what we know!”

Summative Assessment: Show What You Know

Ask the child to complete all four tasks:

1. Point to the numeral 1.
2. Show one finger.
3. Give you one object.
4. Make or trace the number 1.

Record the child’s response with a simple check:

• ☐ Recognizes 1
• ☐ Understands one object
• ☐ Counts one object
• ☐ Makes or traces 1

Optional Follow-Up

During the next few days, ask the child to find “one” during ordinary activities. For example: “Please bring me one sock,” “Can you find one red crayon?” or “How many bananas are you holding?”