Fun with the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon or washable marker
- One small toy, block, or stuffed animal
- Several safe objects, such as buttons, blocks, or pom-poms
- Paper and crayons
- Optional: a small snack, such as one cracker or one piece of fruit
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the numeral 1.
- Count one object correctly.
- Show that “one” means a single object.
- Trace or make the numeral 1.
- Find examples of one item in everyday life.
Success Criteria
I can:
- Point to the number 1.
- Give you one object when asked.
- Say, “This is one.”
- Make a number 1 with a finger, crayon, or object.
Introduction: One Special Thing
Time: 5 minutes
Place one toy in front of the child.
Say: “Look! I have one toy. One means just one. Let’s learn about the number 1!”
Ask:
- “How many toys do you see?”
- “Can you touch the one toy?”
- “Can you hold up one finger?”
Tell the child: “Today we will find one, count one, and make the number 1.”
Body of the Lesson
Part 1: I Do—Show the Number 1
Time: 5 minutes
Write a large 1 on paper or a whiteboard.
Say: “This is the number 1. It is called one. One looks like a straight line.”
Use your finger to trace the number while saying:
“Start at the top. Go straight down. Number 1!”
Show one finger and say: “One finger matches the number 1.”
Part 2: We Do—Count One Object
Time: 5–7 minutes
Place several objects in a small group. Ask the child to choose one.
Say: “Please give me one block.”
When the child gives you one block, count it slowly:
“One. We have one block.”
Repeat with different objects:
- “Can you give me one crayon?”
- “Can you give me one pom-pom?”
- “Can you give me one toy?”
Quick Check: Show one object and then two objects. Ask, “Which group has one?” Let the child point to the answer.
Part 3: We Do—Move Like the Number 1
Time: 5 minutes
Invite the child to copy each action:
- Take one jump.
- Clap one time.
- Spin one time.
- Touch one knee.
- Give one high five.
Say: “We did one jump. We clapped one time. One means we do it just one time.”
Part 4: You Do—Find One
Time: 5–10 minutes
Ask the child to look around the room and find things that come as one.
Possible examples include:
- One door
- One table
- One nose
- One sun in the sky
- One favorite toy
For each item, ask:
“What did you find? How many are there?”
Encourage the child to answer: “There is one.”
Part 5: Make the Number 1
Time: 5–10 minutes
Give the child paper and a crayon.
First, draw a large number 1 and invite the child to trace it with a finger. Then let the child trace it with a crayon.
Offer different ways to make the number:
- Draw one with a crayon.
- Make one with a finger in the air.
- Build one with a block or toy.
- Make one with play dough, if available.
Say: “Start at the top and go down. You made the number 1!”
Real-World Connection: One Snack
Time: 5 minutes
Give the child one safe snack item, if appropriate.
Say: “You have one cracker. Let’s count it: one.”
Ask:
- “How many crackers do you have?”
- “Which number shows one?”
- “Can you show one finger?”
Explain: “We use numbers to tell how many things we have. Today, we learned about one.”
Formative Assessment
During the lesson, notice whether the child can:
- Point to the numeral 1.
- Count one object without adding another.
- Choose one item from a group.
- Show one finger.
- Follow the steps for making a 1.
If the child is unsure, use fewer objects, demonstrate again, and say: “Let’s try together. One.”
Summative Activity: Number 1 Show-and-Tell
Time: 5 minutes
Ask the child to complete these four tasks:
- Point to the number 1.
- Choose one object from a group.
- Show one finger.
- Draw or trace a number 1.
Celebrate the child’s work by saying: “You showed me one in many ways. You know the number 1!”
Differentiation and Choice
Support for a Child Who Needs More Help
- Use only one object at a time.
- Guide the child’s hand while counting or tracing.
- Repeat the words “one” and “number 1” often.
- Use large objects and a large written numeral.
Extra Challenge
- Ask the child to find five different things that come as one.
- Mix groups of one, two, and three objects and ask the child to find the group of one.
- Ask the child to draw one item, such as one sun or one flower.
- Invite the child to make a number 1 using household objects.
Activity Choices
Let the child choose one favorite activity to repeat:
- Make the number 1 with blocks.
- Draw one picture.
- Go on a “find one” hunt.
- Practice one jump, one clap, or one high five.
Conclusion: Tell What We Learned
Time: 3–5 minutes
Hold up the numeral 1 and ask:
- “What number is this?”
- “How many is one?”
- “Can you show me one finger?”
- “Can you tell me one thing you found?”
Recap together:
“Today we learned the number 1. One means just one. We counted one object, found one thing, and made the number 1.”
Finish with one clap and say: “One great job!”
Optional Follow-Up
Throughout the day, point out examples of one: one cup, one shoe, one dog, or one book. Ask the child, “How many?” and encourage the answer, “One!”