Fun with the Number 1
Materials Needed
- One large paper or piece of cardboard
- Crayons or washable markers
- Small objects, such as blocks, buttons, or toy animals
- Paper and child-safe scissors
- One small snack, such as a cracker or piece of fruit
- Optional: music for a movement game
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the numeral 1.
- Count one object.
- Show one finger when asked.
- Trace or create 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 object.”
- “I can show one finger.”
- “I can make a number 1.”
Introduction: One Special Thing
Say: “Today we are learning about the number 1. One means just one thing. Can you show me one finger?”
Invite the child to look around and find one thing. They might find one chair, one book, or one toy.
Ask:
- “Can you find one toy?”
- “How many noses do you have?”
- “How many suns are in the sky today?”
Tell the child: “Today we will count one, find one, move one, and make the number 1.”
Body: Learning and Practice
I Do: Model the Number 1
Hold up one object, such as one block.
Say: “I have one block. Let’s count it: one.”
Place the block beside a large written numeral 1.
Say: “This is the number 1. It tells us there is one.”
Model how to write the numeral:
- “Start at the top.”
- “Slide down.”
- “Now we have 1!”
Show one finger and slowly say, “One.” Invite the child to copy you.
We Do: Find One
Place several groups of objects in front of the child. For example, place one block in one group, two blocks in another group, and three blocks in a third group.
Say: “Let’s find the group with one block.”
Count each group together. Encourage the child to touch each object while counting.
Repeat with different objects:
- One toy animal
- One crayon
- One spoon
- One book
Quick Check: Hold up one object and then two objects. Ask, “Which group shows one?”
Movement Game: Move One Time
Explain that the child will move one time whenever they hear the word “one.”
Give simple directions:
- “Take one jump.”
- “Clap one time.”
- “Turn around one time.”
- “Touch one toe.”
- “Give one wave.”
Pause after each direction and count together: “One!”
We Do: Make a Number 1
Give the child paper and a crayon.
First, trace a large number 1 with your finger. Then invite the child to trace it.
Say: “Start at the top. Slide down. That makes 1.”
Let the child choose one way to decorate the number:
- Color it with one color.
- Put one sticker on it.
- Draw one small star beside it.
- Cover it with one line of paint or marker.
You Do: One Hunt
Invite the child to go on a “one hunt” around the home.
Instructions:
- Find one safe object.
- Bring it to the learning space.
- Say what it is.
- Count it: “One.”
Repeat two or three times with different objects. Encourage the child to choose the objects.
Real-Life Connection: One Snack
Give the child one small snack.
Say: “You have one snack. Let’s count it: one.”
Ask:
- “How many snacks do you have?”
- “Can you show one finger?”
- “What is one food you like?”
Remind the child to eat safely and wash hands before and after eating.
Creative Choice Activity
Let the child choose one activity:
- Number Art: Make a large number 1 using crayons, blocks, or play dough.
- One Sound: Play one sound with a drum, spoon, or shaker.
- One Story: Tell a short story about one toy going on an adventure.
- Number Walk: Look for the number 1 on books, clocks, signs, or packages.
Formative Assessment: Quick Checks
During the lesson, check understanding by asking the child to:
- Point to the number 1.
- Show one finger.
- Give you one object.
- Choose which group has one object.
- Count one object without adding another object.
Give specific encouragement:
- “You gave me exactly one block.”
- “You found the number 1.”
- “You started at the top and made a number 1.”
Summative Assessment: Show What You Know
Ask the child to complete these four tasks:
- Point to the numeral 1.
- Place one object on the table.
- Show one finger.
- Draw or trace the number 1.
The child meets the lesson goal when they complete most tasks with little or no help. Celebrate effort and allow another try if needed.
Differentiation
For Extra Support
- Use only one object at a time.
- Make the numeral 1 large and easy to see.
- Guide the child’s hand while tracing, if the child wants help.
- Use repeated language: “One means one thing.”
- Count slowly while touching the object once.
For More Challenge
- Ask the child to find the numeral 1 in a book or on a label.
- Ask the child to compare one object with a group of two or three objects.
- Invite the child to make a picture with one sun, one house, or one tree.
- Ask, “What happens if we add one more?”
Conclusion: Tell What We Learned
Review the lesson together.
Say: “Today we learned about the number 1. One means just one. We found one object, moved one time, showed one finger, and made the number 1.”
Ask the child:
- “What number did we learn?”
- “Can you show me one finger?”
- “Can you find one thing nearby?”
- “Can you say, ‘One means one’?”
End with a cheerful chant:
“One, one, number one! Learning numbers is lots of fun!”
Optional Follow-Up
Throughout the day, point out natural examples of one: one cup, one shoe, one door, or one bedtime story. Ask the child to show one finger each time they find one.