Fun With the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon or washable marker
• Small objects, such as blocks, buttons, or toy animals
• Number cards, including the number 1
• Play dough or clay
• 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.
• Say that 1 means “one.”
• Count one object.
• Trace or make the shape of the numeral 1.
• Find examples of one thing in the home.

Success Criteria

Success looks like this:

• “I can point to the number 1.”
• “I can show one object.”
• “I can count one.”
• “I can try to write or build a 1.”

Introduction: One Special Thing

Time: 5 minutes

Show the child one favorite toy or one snack.

Say: “Look! I have one toy. One means just one. Today we will play with the number 1.”

Ask:

• “How many toys am I holding?”
• “Can you hold up one finger?”
• “Can you find one thing near you?”

Tell the child: “We will learn to see, say, count, and make the number 1.”

Body of the Lesson

I Do: Meet the Number 1

Time: 5 minutes

1. Draw a large numeral 1 on paper or a whiteboard.
2. Point to it and say slowly: “This is the number one. It means one thing.”
3. Place one block beside the numeral.
4. Touch the block and count: “One.”
5. Trace the numeral with your finger while saying: “Down we go to make a 1.”

Quick check: Ask, “Which number is 1?” Show the numeral 1 and one or two other number cards. Invite the child to point to the 1.

We Do: Count One Together

Time: 8 minutes

Place several objects in front of the child. Work together to choose exactly one.

1. Say, “Let’s pick one block.”
2. Move one block away from the group.
3. Touch it and say, “One block.”
4. Repeat with other objects, such as one toy animal, one button, and one crayon.

Use a simple call-and-response:

• Adult: “How many?”
• Child: “One!”

Think and talk: Ask, “Can one be big? Can one be small?” Let the child compare one large object and one small object. Explain that “one” tells how many, not how big something is.

Movement Game: One, Two, Freeze!

Time: 5 minutes

Play music or clap a steady beat.

1. When the music plays, invite the child to move, dance, or march.
2. Stop the music and say, “Show me one!”
3. The child can hold up one finger, do one jump, or touch one body part.
4. Repeat several times.

Say: “One jump!” “One clap!” “Touch one knee!” Keep the game playful and allow the child to choose a movement.

We Do: Build the Number 1

Time: 7 minutes

Use play dough, clay, blocks, or a finger in sand.

1. Make a long line together.
2. Make a short line across the top if desired.
3. Say, “Our lines look like the number 1.”
4. Invite the child to make one independently.

There is no need for perfect handwriting. Praise effort: “You made a number that looks like 1!”

You Do: Number 1 Treasure Hunt

Time: 8–10 minutes

Invite the child to find things around the home that come in groups of one.

Give clear directions:

1. “Find one sock.”
2. “Find one book.”
3. “Find one spoon.”
4. “Find one toy.”

Each time, have the child bring or point to the object and say, “One ____.”

Let the child choose one additional object to add to the treasure hunt.

You Do: Show What You Know

Time: 5 minutes

Give the child a small piece of paper and ask them to complete three choices:

• Circle the numeral 1.
• Draw one object.
• Trace or try to write the number 1.

The child may draw, use stickers, build with objects, or answer aloud instead of writing.

Formative Assessment

Check understanding throughout the lesson by asking:

• “Can you point to the number 1?”
• “Can you give me one block?”
• “How many objects are here?”
• “Can you show one finger?”
• “Can you make a 1 with play dough?”

Notice whether the child can connect the numeral 1 with a group containing one object.

Summative Assessment: The One Show

Ask the child to complete this short demonstration:

1. Point to the numeral 1.
2. Count one object.
3. Show one finger.
4. Make or draw the numeral 1.
5. Tell you one thing they found during the treasure hunt.

Suggested feedback: “You recognized 1, counted one object, and made a 1. You are learning that 1 means one thing!”

Conclusion: Tell What We Learned

Time: 3–5 minutes

Show the numeral 1 again and recap:

• “What number is this?”
• “What does 1 mean?”
• “Can you show me one finger?”

End with a cheerful chant:

“One is fun! One, one, one! We counted one and learned a lot!”

Differentiation and Choice

For Extra Support

• Use only two number cards: 1 and a different number.
• Use large objects that are easy to see and touch.
• Guide the child’s finger while counting and tracing.
• Repeat the same language: “One means one thing.”

For an Extra Challenge

• Ask the child to find the number 1 in a book, calendar, or clock.
• Invite the child to compare one object with a group of two or three objects.
• Ask, “What would happen if we added one more?”
• Invite the child to make a picture with one sun, one house, or one animal.

Real-World Connection

During the day, point out natural examples of one: one nose, one sun, one front door, or one child. Say, “We found another one! The number 1 is all around us.”