Fun With the Number 1
Materials Needed
- Large paper or a whiteboard
- Marker or crayons
- One small toy, block, spoon, or stuffed animal
- Several small objects, such as blocks, buttons, or toy animals
- Paper with the number 1 written on it
- Play dough or clay
- 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 correctly.
- Show one object when asked.
- Trace or make the numeral 1.
- Connect the number 1 to real-life examples.
Success Criteria
“I can…”
- Say, “This is 1.”
- Give you one object.
- Point to the group with one object.
- Make a number 1 using a finger, crayon, or play dough.
Introduction: One Special Thing
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:
“Today we are learning about the number 1. One means just one thing.”
Talk Together
- “Can you find one nose?”
- “Can you show me one thumb?”
- “How many heads do you have?”
Explain simply: “The number 1 tells us there is one thing.”
Body of the Lesson
I Do: Watch Me
Place one object on the table. Touch it and count slowly:
“One.”
Show the numeral 1 and say:
“This is the number 1. It tells us there is one object.”
Model writing the number:
- “Start at the top.”
- “Go down.”
- “Now we have 1.”
Use a finger to trace the number in the air. Invite the child to watch and copy.
We Do: Count Together
Place different groups of objects on the table. Make sure some groups have one object and some have more than one.
For each group, ask:
“How many do we have?”
Touch each object while counting. Help the child say:
- “One block.”
- “One bear.”
- “One spoon.”
Game: Find One
- Place one object in one spot and several objects in another spot.
- Say, “Point to the group with one.”
- Celebrate the answer: “Yes! You found one!”
- Change the objects and play again.
Think-Pair-Share Adaptation
If another person is available, take turns asking and answering:
- One person asks, “Can you give me one?”
- The child gives one object.
- Switch roles and let the child ask the question.
Quick Check
Ask the child to:
- Show one finger.
- Give you one block.
- Point to the number 1.
Give specific feedback:
“You gave me one block. You counted carefully!”
You Do: Choose a Number 1 Activity
Let the child choose one activity.
Choice A: Make 1 With Play Dough
- Roll the play dough into a long snake.
- Bend or place it to make the shape of 1.
- Trace it with a finger while saying, “One.”
Choice B: Number 1 Art
- Write or trace a large number 1 on paper.
- Decorate it with one sticker, one drawn star, or one handprint.
- Say, “I made number 1.”
Choice C: One-Move Game
Say an action and have the child do it one time:
- “Jump one time.”
- “Clap one time.”
- “Spin one time.”
- “Touch one toe.”
Choice D: One Treasure Hunt
Ask the child to find one item in the room, such as one sock, one book, or one toy. When the child returns, ask:
“How many did you bring?”
Real-World Connection
Look around the home and find things that come in ones:
- One front door
- One kitchen sink
- One nose
- One moon in the sky
- One favorite toy
Say: “We use numbers to tell how many things we have. The number 1 tells us about one thing.”
Assessment
Formative Assessment
During the lesson, observe whether the child can:
- Show one finger.
- Count one object without adding extra numbers.
- Choose a group containing one object.
- Recognize the numeral 1.
Summative Demonstration
Ask the child to complete these four tasks:
- Point to the number 1.
- Give you one object.
- Count one object by saying, “One.”
- Trace or make the number 1.
The child meets the lesson goal by completing most tasks with little or no help.
Differentiation and Support
For a Child Who Needs More Support
- Use only one object at a time.
- Guide the child’s hand as you count and trace.
- Use short phrases: “One block. Number 1.”
- Practice with familiar body parts, such as one nose or one mouth.
- Repeat the same game several times.
For a Child Ready for More
- Ask the child to find the number 1 in a book or on a calendar.
- Ask, “Can you make a group with one object?”
- Compare one object with a group of two or three objects.
- Invite the child to draw one object next to the number 1.
- Ask the child to explain, “How do you know this group has one?”
Conclusion: Tell What We Learned
Hold up the numeral 1 and ask:
- “What number is this?”
- “Can you show me one finger?”
- “Can you bring me one toy?”
Recap together:
“Today we learned that the number 1 means one thing. We counted one object, found the number 1, and made the number 1.”
Exit Cheer
Say together while holding up one finger:
“One is fun! I know number 1!”
Optional Follow-Up
During the day, look for the number 1 on books, signs, clocks, labels, or calendars. Each time the child finds it, say:
“You found number 1!”