Fun With the Number 1
Materials Needed
- One large paper or paper plate
- Crayons or washable markers
- Small toys, blocks, or household objects
- Number cards or a piece of paper with the number 1 written on it
- Play dough or modeling clay
- A small basket or bowl
- Optional: music for a movement game
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the number 1.
- Say the number “one.”
- Count one object.
- Show one object when asked.
- Trace or make the shape of the number 1.
- Connect the idea of “one” to everyday objects and actions.
Success Looks Like This
- “I can find the number 1.”
- “I can show one thing.”
- “I can say one.”
- “I can make a number 1.”
Introduction: One Special Thing
Estimated time: 5 minutes
Hold up one favorite toy or object. Say:
“Look! I have one toy. One means just one. Today we are going to play with the number 1!”
Show the number card and say:
“This is the number 1. Can you say one?”
Invite the child to hold up one finger. Count slowly:
“One finger. Just one!”
Quick Connection
Ask:
- “Can you show me one finger?”
- “Do you have one nose?”
- “Can you find one toy?”
Body of the Lesson
Part 1: I Do — What Does One Mean?
Estimated time: 5 minutes
Place one object in front of the child. Touch it as you count:
“One. I see one block.”
Place several objects in a group. Move one object away and say:
“This group has many blocks. I am choosing one block. One means only one.”
Show the number card again:
“The written number for one looks like this: 1.”
Trace the number 1 in the air with your finger while saying:
“Down we go to make a 1.”
Formative Check
Show two groups: one group with one object and another group with several objects. Ask:
“Which group has one?”
Part 2: We Do — Find One
Estimated time: 8 minutes
Invite the child to play “Find One.” Take turns choosing one object from around the room.
- Say, “Find one spoon.”
- Let the child bring one spoon.
- Touch the object and count, “One.”
- Repeat with safe objects such as one book, one sock, or one stuffed animal.
Give the child choices when helpful:
“Can you bring one block or one crayon?”
Movement Game: One, Two, Freeze!
Play music or clap a steady beat. Give simple directions:
- “Take one step.”
- “Clap one time.”
- “Jump one time.”
- “Touch one chair.”
After each action, ask:
“How many did you do?”
Help the child answer, “One!”
Think and Talk
Ask the child to think of things that come in ones:
- “Can you name one animal?”
- “Can you name one food?”
- “Can you name one color?”
Part 3: You Do — Make a Number 1
Estimated time: 10 minutes
Choice A: Draw It
- Write a large number 1 on paper.
- Show the child how to trace it with a finger.
- Say, “Start at the top and go down.”
- Let the child trace and then draw several number 1s independently.
Choice B: Build It
Let the child roll play dough into a long piece. Help the child bend or place it to make the number 1.
Choice C: Decorate It
Draw a large number 1. Invite the child to decorate it with crayons, stickers, or one large dot.
While the child works, repeat:
“You are making the number 1. One means just one.”
Formative Assessment: Show Me One
Place several objects in front of the child. Give these directions one at a time:
- “Give me one block.”
- “Put one crayon in the bowl.”
- “Point to the number 1.”
- “Show me one finger.”
Offer specific feedback:
“You gave me one block. You counted carefully!”
Real-World Application: One at Snack Time
Estimated time: 5 minutes
During snack or pretend snack time, ask the child to prepare one item:
- One cracker
- One piece of fruit
- One cup
- One napkin
Say:
“Please put one napkin on the table.”
After the child completes the task, ask:
“How many napkins did you put down?”
Summative Assessment: Number 1 Challenge
Estimated time: 5 minutes
Invite the child to complete the following mini-challenge:
- Find the number 1 from two or three number cards.
- Give you one object.
- Show one finger.
- Say the word “one.”
- Draw, trace, or build the number 1.
The child is successful if they complete most tasks with little or some help. Celebrate effort and progress rather than perfect writing.
Conclusion: Tell What We Learned
Estimated time: 3 minutes
Hold up one object and the number card. Ask:
- “What number did we learn today?”
- “How many objects do I have?”
- “Can you show me one finger?”
End with a short chant:
“One, one, number one! One small thing can be lots of fun!”
Differentiation and Support
For a Child Who Needs More Support
- Use only one object and one number card at a time.
- Guide the child’s hand while counting and tracing.
- Repeat the word “one” often during daily routines.
- Use large objects that are easy to see and hold.
- Allow pointing, showing fingers, or choosing instead of speaking.
For a Child Ready for More
- Ask the child to find the number 1 in books, signs, or a calendar.
- Invite the child to draw one object next to the number 1.
- Compare one object with a group of two or more objects.
- Ask the child to make a “number 1” collection using different household items.
- Challenge the child to notice the number 1 during the day.
Optional Follow-Up Activities
- One Hunt: Look around the home for things that come in ones.
- Story Time: Read a book and count one character or object on each page.
- Art: Make a large number 1 collage.
- Cooking: Add one spoonful of an ingredient with adult help.
- Daily Practice: Ask the child to bring one safe item during cleanup.
Parent Observation Notes
Record whether the child can:
- Recognize the number 1.
- Count one object correctly.
- Give or find one object.
- Say “one.”
- Trace, draw, or build the number 1.