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 household objects, such as blocks, spoons, or socks
- Paper and crayons
- Optional: music for a short 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 correctly.
- Find and name examples of one item in everyday life.
- Try writing or tracing the numeral 1.
Success Criteria
I can:
- Point to the number 1.
- Show one object when asked.
- Say, “This is one.”
- Trace or draw a number 1.
Introduction: Meet the Number 1
Hook: Hold up one favorite toy and say, “Look! I have one toy. Can you show me one finger?”
Invite the child to hold up one finger. Say together:
“One means just one. One toy. One finger. One clap!”
Tell the child:
“Today we are going to play, count, move, and draw with the number 1.”
Quick Talk
- “How many toys am I holding?”
- “Can you show me one finger?”
- “Can you find one thing near you?”
Body of the Lesson
Part 1: I Do—Model the Number 1
Show the numeral 1 on paper or a whiteboard.
Say:
“This is the number 1. We say, ‘one.’ The number 1 tells us there is one thing.”
Place one object on the table. Touch it once while counting:
“One.”
Draw a large number 1 slowly. Use simple language:
“Start at the top. Go down. Now we have a 1.”
Quick Check: Ask the child to point to the number 1 and touch the one object.
Part 2: We Do—Count One Object
Place several objects in front of the child. Work together to choose only one.
Say:
“Let’s pick one block. Move one block to this spot.”
Repeat with different objects:
- One spoon
- One sock
- One crayon
- One stuffed animal
After each choice, ask:
“How many did we choose?”
Help the child answer, “One!”
Movement Game: One, Two, Freeze!
Explain that the child should do one movement when you say “one.”
- Say, “One jump!” The child jumps one time.
- Say, “One clap!” The child claps one time.
- Say, “One twirl!” The child twirls one time.
- Say, “One stomp!” The child stomps one time.
Pause and celebrate: “You did one movement each time!”
Part 3: You Do—Number 1 Hunt
Invite the child to look around the home and find things that come in groups of one.
Possible examples include:
- One front door
- One table
- One favorite stuffed animal
- One nose
- One moon in a drawing or book
For each item, ask:
“What did you find? How many are there?”
Encourage the child to say:
“I found one _____.”
Part 4: Trace and Create the Number 1
Draw several large dotted number 1s on paper.
- Show the child how to trace one number 1.
- Let the child trace the remaining numbers.
- Invite the child to try drawing a number 1 independently.
- Let the child decorate the number 1 with dots, stickers, or crayons.
As the child works, repeat:
“Down, down, down—that makes a 1!”
Choice: The child may decorate the number 1 with one color, one sticker, or one large dot.
Hands-On Challenge: Make a Group of One
Give the child a small collection of objects. Ask the child to make groups with one object in each group.
For example:
- One block in a group
- One crayon in a group
- One toy in a group
Ask:
- “How many objects are in this group?”
- “Can you make another group with one object?”
- “Which group has one?”
Real-World Connection
Explain:
“We use the number 1 every day. We may have one nose, one home, one lunchbox, or one favorite toy. The number 1 helps us talk about just one thing.”
Invite the child to choose one real-life example and draw it beside a large number 1.
Formative Assessment
Check understanding during the lesson by asking the child to:
- Point to the numeral 1.
- Give you one object.
- Show one finger.
- Do one clap or one jump.
- Say how many objects are in a group of one.
Give specific encouragement:
“You gave me one block. You counted carefully!”
Summative Assessment: Show What You Know
Place three different objects in front of the child and ask:
- “Can you give me one object?”
- “Can you point to the number 1?”
- “Can you show me one finger?”
- “Can you draw a number 1?”
The child meets the goal when he or she can complete most tasks with little or no help.
Differentiation and Support
For a Child Who Needs More Support
- Use only two objects at a time.
- Place the numeral 1 next to one object as a visual reminder.
- Guide the child’s hand while tracing.
- Repeat short phrases: “One means one thing.”
- Practice with familiar objects and favorite toys.
For a Child Ready for More
- Ask the child to find the numeral 1 in a book or on a calendar.
- Invite the child to write the number 1 without dotted lines.
- Ask the child to compare one object with a group of two or three objects.
- Have the child make a “number 1” collage using one drawing of each favorite item.
Conclusion and Recap
Review the lesson by saying:
“Today we learned about the number 1. One means just one. We showed one finger, counted one object, moved one time, and practiced drawing the number 1.”
Ask the child:
- “What number did we learn?”
- “What does 1 mean?”
- “Can you show me one finger?”
- “Can you find one thing to hold?”
End with a cheerful chant:
“One is fun! One, one, one!”
Optional Follow-Up Activity
During the day, ask the child to notice one item at a time. For example, say:
“Can you bring me one book?” or “Let’s put one spoon on the table.”