Fun with Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon or washable marker
- Number cards, including the number 1
- Small objects such as blocks, buttons, toy animals, or snacks
- One paper plate or small bowl
- 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 number 1.
- Say the number 1.
- Show one object when asked.
- Trace or make the shape of the number 1.
- Connect the number 1 with the idea of “one thing.”
Success Criteria
I can:
- Point to the number 1.
- Count one object.
- Make a number 1.
- Tell about one thing I have or see.
Introduction: “One Special Thing”
Hook: Hold up one favorite toy or object.
Say: “Look! I have one toy. One means just one thing. Can you show me one finger?”
Invite the child to show one finger and say, “One!”
Tell the child: “Today we will learn about the number 1. We will find one thing, move one time, and make the number 1.”
Body of the Lesson
1. I Do: Meet the Number 1
Show a large number 1 card.
Say:
- “This is the number 1.”
- “We say one.”
- “The number 1 tells us there is one thing.”
Place one block beside the number 1. Touch the block and count slowly: “One.”
Show a group of two or three objects and say, “This is more than one. Let’s find the group with just one.”
Quick check: Hold up the number 1 and another number card. Ask, “Which card says one?”
2. We Do: Find One
Place several objects in front of the child.
Say: “Let’s take one object. You choose which one.”
Take turns:
- Ask the child to choose one object.
- Place it on the paper plate or in the bowl.
- Touch it and count, “One.”
- Return it and repeat with a different object.
Try playful examples:
- “Can you find one red block?”
- “Can you bring me one stuffed animal?”
- “Can you put one button in the bowl?”
Think and talk: Ask, “What is one thing you can see in this room?” Accept answers such as “one chair,” “one lamp,” or “one window.”
3. We Do: Move One Time
Say: “We are going to move one time. Watch me.”
Choose one movement, such as one jump. Say, “One jump!” and jump once.
Invite the child to copy you. Try several actions:
- One clap
- One stomp
- One twirl
- One wave
- One silly face
After each movement, ask, “How many did we do?” Help the child answer, “One!”
4. I Do: Make the Number 1
Draw a large number 1 slowly.
Say: “Start at the top. Go down. This makes number 1.”
Trace the number with your finger while saying, “Down for one.”
Make the number 1 in the air with your finger. Invite the child to copy you.
5. You Do: Number 1 Art
Give the child paper and a crayon or marker.
Offer these choices:
- Trace a large number 1.
- Draw a large number 1 independently.
- Make the number 1 with play dough.
- Decorate one large number 1 with stickers or dots.
As the child works, use simple prompts:
- “Where do you start?”
- “Which way does your finger go?”
- “What number are you making?”
6. Real-World Number 1 Hunt
Say: “Let’s look for the number 1 in our home.”
Search together for the number 1 on a clock, book, calendar, toy, package, or keyboard. Each time the child sees it, say, “You found number 1!”
If the number 1 is not easy to find, make your own number 1 cards and place them around the room.
Formative Assessment
During the lesson, check understanding by asking the child to:
- Point to the number 1 among two or three cards.
- Give you one object.
- Show one finger.
- Do one clap or one jump.
- Say the number shown.
Give specific feedback:
- “You gave me one block. You counted carefully.”
- “You found the number 1.”
- “You started at the top and went down.”
Summative Assessment: “Show Me One” Game
Place several objects and number cards nearby. Ask the child to complete these challenges:
- “Show me the number 1.”
- “Give me one object.”
- “Show me one finger.”
- “Make one clap.”
- “Draw or build a number 1.”
The child is successful when they complete at least four of the five challenges with little or no help.
Differentiation and Support
- For extra support: Use only two choices at a time. Physically guide the child’s finger while counting one object.
- For visual learners: Use bright number cards and place one object directly beside the number 1.
- For active learners: Practice one-step movements such as one jump or one stomp.
- For children ready for more: Compare one with zero and two. Ask, “Which group has one? Which group has more?”
- For digital learning: Display a large number 1 on a screen and let the child find one object nearby.
Conclusion and Recap
Hold up the number 1 and ask:
- “What number is this?”
- “How many things does one mean?”
- “Can you show me one finger?”
Say: “Today we learned that the number 1 means one thing. We found one object, moved one time, and made the number 1.”
Finish with a short celebration: clap once together and say, “One is fun!”
Optional Follow-Up Activities
- Put one toy in each room and go on a “one toy” hunt.
- Read a counting book and look for groups with one object.
- At snack time, count out one cracker, one fruit piece, or one spoon.
- Sing a simple song about one little finger or one little duck.