Fun with the Number 1
Materials Needed
- One small toy or stuffed animal
- Large paper or a whiteboard
- Crayon or washable marker
- Several small objects, such as blocks, buttons, or toy animals
- Number cards, including a card with the number 1
- Play dough or modeling clay
- Optional: a short counting song
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the number 1.
- Say that 1 means “one.”
- Count one object correctly.
- Trace or make the number 1.
- Find examples of “one” in everyday life.
Success Criteria
Success looks like this:
- “I can point to the number 1.”
- “I can give you one thing.”
- “I can count one object.”
- “I can try to make the number 1.”
Introduction: One Special Toy
Time: 5 minutes
Place one toy in front of the child.
Say: “Look! I have one toy. One means just one.”
Invite the child to touch the toy and say, “One.”
Ask:
- “How many toys do we see?”
- “Can you show me one finger?”
- “Can you find one toy for me?”
Show the number card with 1 and say, “This is the number 1. It tells us there is one thing.”
Learning Goal
Tell the child: “Today we will learn about the number 1. We will count one thing, find one thing, and make the number 1.”
Body of the Lesson
I Do: Watch Me Count One
Time: 5 minutes
Place several objects in a small group. Slowly choose one object.
Say: “I am taking one block. I touch it and say, ‘One.’”
Place the block by itself. Point to it and say, “One block.”
Repeat with a few objects:
- “One button.”
- “One bear.”
- “One crayon.”
Model how to make the numeral: “Start at the top. Go down. This makes 1.”
Quick Check
Hold up two groups: one group with one object and another group with several objects.
Ask: “Which group has one?”
Celebrate the child’s effort and gently guide them if needed.
We Do: One-Thing Hunt
Time: 8 minutes
Say: “Let’s go on a one-thing hunt!”
Work together to find one item in each place. The child may choose what to find.
- One spoon
- One sock
- One book
- One toy
- One leaf or pebble, if outside
Each time, ask the child to hold up the item and say, “One ____.”
Use movement by taking one big step, one jump, or one clap between discoveries.
Think and Talk
Ask the child:
- “Can you find one nose?”
- “Can you show me one thumb?”
- “What is one food you like?”
- “Can you name one person in our family?”
We Do: Make the Number 1
Time: 7 minutes
Give the child play dough or a crayon.
- Make a large number 1 together with your finger in the air.
- Draw a large 1 on paper.
- Invite the child to trace over it.
- Let the child try making a 1 independently.
- Make the number 1 with play dough.
Say: “You made a 1! The number 1 means one.”
Do not worry about perfect writing. Praise effort, direction, and participation.
You Do: Choose a Number 1 Activity
Time: 10 minutes
Let the child choose one activity.
Choice A: Give Me One
Place several objects nearby. Ask the child to give you one object at a time.
Say: “Please give me one block.”
Choice B: Number 1 Art
Help the child decorate a large number 1 using crayons, stickers, or one stamp at a time.
Talk about the picture: “You put one sticker here.”
Choice C: One-Step Movement Game
Give simple directions:
- “Take one jump.”
- “Clap one time.”
- “Turn around one time.”
- “Touch one blue object.”
Choice D: One Snack
Offer one small snack item, such as one cracker or one piece of fruit.
Ask: “How many do you have?” Encourage the answer, “One.”
Formative Assessment
During the activities, observe whether the child can:
- Point to the number 1.
- Show one finger.
- Select one object from a group.
- Say “one” while touching one object.
- Attempt to trace or make the number 1.
Use simple feedback:
- “You chose one block.”
- “You counted carefully.”
- “You started your 1 at the top.”
- “Let’s try that again together.”
Summative Assessment: Show Me One
Time: 5 minutes
Invite the child to complete these tasks:
- Point to the number 1 among two or three number cards.
- Give you one object.
- Count one object by touching it once.
- Show one finger.
- Try to draw or build the number 1.
The child meets the goal by completing most tasks with support or independently.
Conclusion: Tell Me About 1
Time: 5 minutes
Review the lesson together:
- “What number did we learn?”
- “What does 1 mean?”
- “Can you show me one finger?”
- “Can you find one thing in this room?”
Say: “Today we learned that the number 1 means one thing. We found one thing, counted one thing, and made the number 1.”
End with one clap, one high-five, or one favorite song verse.
Differentiation and Support
- For extra support: Use only one object and repeat the word “one” often. Guide the child’s hand while counting.
- For visual learners: Use large number cards and point to the numeral while saying its name.
- For active learners: Practice one jump, one clap, and one step.
- For children developing speech: Accept pointing, showing one finger, or making a sound as a response.
- For an added challenge: Ask the child to find one object that is red, soft, round, or small.
- For digital learning: Show a large number 1 on a screen and invite the child to find one object near them.
Real-World Connection
Look for the number 1 during the day on clocks, books, signs, pages, or house numbers. Ask, “Do you see the number 1?”
Optional Follow-Up
Make a “One Page” together. The child can draw or glue one favorite object on a sheet of paper and write or trace the number 1 beside it.