Fun with the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon or washable marker
• Number cards or paper with the numbers 1–3
• Small toys, blocks, or household objects
• Play dough or clay
• Paper and crayons
• Optional: a favorite song or music

Learning Objectives

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

• Recognize the numeral 1.
• Count one object accurately.
• Show one object when asked.
• Trace or make the numeral 1 with help or independently.
• Find examples of “one” in everyday life.

Success Criteria

Success looks like this:

• “I can point to the number 1.”
• “I can give you one thing.”
• “I can make a number 1.”
• “I can tell you about something I see one of.”

Introduction: The Mystery of One

Time: 5 minutes

Place one special object in front of the child, such as one toy animal or one bright block.

Say:

“Look! I found something special. How many toys do you see? That’s right—one! Today we are going to be number detectives and discover the number 1.”

Show the numeral 1 and say:

“This is the number 1. One means just one thing.”

Quick question: “Can you hold up one finger?”

Body: Learn and Practice

1. I Do: Meet the Number 1

Time: 5 minutes

Draw a large number 1 while saying:

“Start at the top. Go straight down. This makes a number 1.”

Use your finger to trace the number in the air. Then trace it on the table or in a tray of play dough.

Show one object and count slowly:

“One block. I touched one block, so I say one.”

Show several objects and count only one:

“I need one. I will choose one block.”

2. We Do: One or More?

Time: 8 minutes

Place groups of objects in front of the child. Some groups should have one object, and others should have two or three.

Ask the child to look and answer:

• “Is there one car or more than one car?”
• “Can you touch the group with one block?”
• “Can you give me one crayon?”

Practice together. Each time the child gives one object, say:

“You gave me one. One means just one.”

Think-and-talk prompt: “What is one thing you like to play with?”

3. Movement Game: Number 1 Action

Time: 5 minutes

Call out actions for the child to do exactly one time:

• “Jump one time!”
• “Clap one time!”
• “Spin one time!”
• “Tap your knees one time!”

Pause and ask:

“How many jumps did you do?”

Celebrate accurate counting: “You did one jump!”

4. We Do: Number 1 Hunt

Time: 8 minutes

Walk around the home together and look for things that show or represent one.

Possible examples include:

• One front door
• One clock in a room
• One spoon on the table
• One nose on a face
• The numeral 1 on a calendar, book, or device

For each discovery, ask:

“What did we find one of?”

Let the child choose one item to draw later.

5. You Do: Make the Number 1

Time: 8 minutes

Offer the child one or more of these choices:

• Trace a large numeral 1 on paper.
• Make the numeral 1 with play dough.
• Build the numeral 1 with one long block or craft stick.
• Draw one favorite object and write or trace a 1 beside it.

Say:

“You choose how to make your number 1. Start at the top and go straight down.”

Give specific feedback:

• “You started at the top.”
• “You made one long line.”
• “You counted one object carefully.”

Formative Assessment: Show Me One

Ask the child to complete these short challenges:

1. Point to the numeral 1 among the numbers 1, 2, and 3.
2. Give you one toy.
3. Make one clap.
4. Draw or trace a number 1.
5. Find one object in the room.

Notice whether the child can identify, count, and make one. Offer help without rushing.

Conclusion: Tell What We Learned

Time: 5 minutes

Review the numeral 1 and hold up one finger.

Say:

“Today we learned about the number 1. One means just one. We found one object, moved one time, and practiced making the number 1.”

Invite the child to finish these sentences:

• “One means _____.”
• “I can find one _____.”
• “I made the number 1 by _____.”

End with a cheerful chant:

“One, one, number one! One little lesson, lots of fun!”

Summative Assessment: Number 1 Challenge

Ask the child to complete the challenge independently or with minimal help:

1. Find the numeral 1 from a small group of number cards.
2. Place exactly one toy beside the card.
3. Trace or make the numeral 1.
4. Tell you one thing they learned.

Meeting the goal: The child completes at least three of the four tasks accurately or shows growing understanding with support.

Differentiation and Adaptations

For a Child Who Needs More Support

• Use only the numbers 1 and 2 at first.
• Use large objects that are easy to see and touch.
• Guide the child’s hand while tracing the numeral.
• Repeat the phrase, “One means just one.”
• Practice with one object at a time before comparing groups.

For a Child Ready for More

• Ask the child to find the numeral 1 in books, calendars, or signs.
• Invite the child to write the number 1 without tracing.
• Ask, “What happens if we add one more?”
• Have the child make groups of one, two, and three objects and compare them.
• Let the child teach someone else how to show the number 1.

Optional Follow-Up Activities

• Read a counting book and look for pages showing one object.
• Make a “Number 1” page with one sticker, one drawing, and one traced numeral.
• During snack time, count out one piece of food at a time.
• Sing a simple counting song and stop after one.
• Take a “one” walk and photograph or draw things found one at a time.