Fun with the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon or washable marker
• One small toy or stuffed animal
• Number cards or paper with the numbers 1, 2, and 3
• Small objects for counting, such as blocks, buttons, or toy animals
• Play dough or modeling clay
• Optional: a short counting song or music

Learning Objectives

By the end of the lesson, the child will be able to:

• Recognize the numeral 1.
• Say that 1 means “one thing.”
• Count one object correctly.
• Trace or make the shape of the numeral 1.
• Find one item in a group of objects.

Success Criteria

Success looks like this:

• “I can point to the number 1.”
• “I can give you one toy.”
• “I can count one object: 1.”
• “I can make a number 1 with my finger, crayon, or play dough.”

Introduction: One Special Thing

Time: 5 minutes

Hold up one favorite toy and say:

“Look! I have one toy. One means just one thing. Can you show me one finger?”

Invite the child to hold up one finger. Talk about things that come one at a time:

• One nose
• One sun
• One mouth
• One favorite toy

Child-friendly objective: “Today we will play with the number 1. We will find it, count it, and make it.”

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, “This is the number 1.”
3. Show one object next to the numeral.
4. Touch the object once and say, “1.”
5. Trace the numeral slowly while saying, “Start at the top. Go straight down.”

Explain in simple language:

“The number 1 tells us there is one thing. One block is still one. One teddy bear is one.”

Quick check: Ask, “Can you point to the number 1?” Then ask, “How many toys do I have?”

We Do: Find One

Time: 8 minutes

Activity 1: Number Hunt

1. Place the number cards 1, 2, and 3 on the floor or table.
2. Ask the child to find the number 1.
3. Celebrate: “You found 1!”
4. Mix up the cards and repeat several times.

Activity 2: Give Me One

1. Place several small objects in front of the child.
2. Say, “Please give me one block.”
3. Help the child touch or move only one block.
4. Count it together: “1.”
5. Repeat with different objects, such as one button, one toy animal, or one spoon.

Think-and-Talk Questions

• “Can you find one red object?”
• “Can you give your teddy one block?”
• “Do we have one toy or many toys?”
• “Can you show me one finger?”

Formative assessment: Notice whether the child chooses exactly one object. If the child chooses too many, gently say, “Let’s try again. One means just one. Touch one and stop.”

We Do: Move Like the Number 1

Time: 5 minutes

Play a short song or clap a simple rhythm. Give one movement at a time:

• Take one jump.
• Clap one time.
• Spin one time.
• Tap one drum or table.
• Give one high-five.

After each movement, ask, “How many did we do?” Encourage the answer, “One!”

You Do: Make the Number 1

Time: 10 minutes

Let the child choose one way to make the number 1:

• Crayon: Trace a large dotted number 1.
• Finger: Draw a number 1 in the air or on a tray.
• Play dough: Roll one long piece and shape it like 1.
• Blocks: Build a tall tower with one block, then place the number 1 beside it.

Give simple directions:

1. Start at the top.
2. Move straight down.
3. Say, “Number 1!”

Do not require perfect handwriting. Praise effort and meaning:

“You made a number that looks like 1. You remembered that 1 means one thing!”

You Do: One-Item Treasure Hunt

Time: 8 minutes

Invite the child to find one item from around the home. Give choices such as:

• One sock
• One spoon
• One book
• One stuffed animal
• One safe household object

Ask the child to bring the item back and finish this sentence:

“I found one ______.”

Real-world connection: Explain that people use the number 1 when asking for one snack, one book, one turn, or one item at the store.

Choice Activity

Time: 5–10 minutes

Let the child choose one activity:

• Make a picture with one sun.
• Build a tower with one block.
• Place one sticker on a paper number 1.
• Find the number 1 in a favorite book or on a calendar.
• Make a “one” snack plate with one cracker, one fruit piece, or one cereal piece.

Conclusion: Tell What We Learned

Time: 5 minutes

Show the numeral 1 and one object. Ask:

• “What number is this?”
• “How many objects do we have?”
• “Can you show me one finger?”
• “Can you make the number 1 in the air?”

Recap together:

“Today we learned that 1 means one thing. We found the number 1, counted one object, and practiced making the number 1.”

Assessment

Formative Assessment During the Lesson

• Can the child point to the numeral 1?
• Can the child show one finger?
• Can the child give exactly one object?
• Can the child say “one” when shown one object?

Summative Demonstration

Give the child a small group of objects and three number cards. Ask the child to:

1. Choose the number 1.
2. Place one object beside it.
3. Say, “This is one.”
4. Trace or make the numeral 1 in any chosen way.

Suggested benchmark: The child completes at least three of the four tasks with little or no help.

Differentiation and Support

For a Child Who Needs More Support

• Use only the number cards 1 and 2.
• Use large objects that are easy to pick up.
• Guide the child’s hand while counting one object.
• Repeat the phrase, “One means just one.”
• Focus on pointing, choosing, and speaking before writing.

For a Child Ready for More Challenge

• Ask the child to find several examples of one around the home.
• Compare one object with a group of two or three objects.
• Ask the child to draw one item and write the numeral 1 beside it.
• Invite the child to make a simple number-1 book with one object on each page.

Reflection for the Child

Ask the child to complete one sentence:

• “I learned that 1 means ______.”
• “My favorite number-1 activity was ______.”
• “I can find one ______.”