Fun with the Number 1
Materials Needed
- One favorite toy or stuffed animal
- Number cards or a piece of paper with 1 written on it
- Small objects, such as blocks, buttons, or toy animals
- Crayons or washable markers
- Paper
- Play dough or 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 numeral 1.
- Count one object.
- Show that “one” means a single object.
- Trace or make the number 1.
- 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 count one object.”
- “I can try to make the number 1.”
Introduction: Meet One
Hook: Hold up one favorite toy and say:
“Look! I have one toy. Can you hold up one finger?”
Invite the child to show one finger. Count together slowly:
“One!”
Tell the child:
“Today we are going to play with the number 1. One means just one thing.”
Body of the Lesson
1. I Do: Show the Number 1
Show the child a card or paper with the numeral 1.
Say:
“This is the number 1. It is called one. The number 1 tells us there is one thing.”
Place one toy on the table. Point to it and say:
“There is one toy.”
Place a group of several toys beside it and ask:
“Which group has one toy?”
Model counting by touching the object once:
“One.”
Quick check: Ask, “How many toys are in this group?” Show one toy and let the child answer or point.
2. We Do: Find One
Invite the child to help you collect objects.
- Place several objects in a basket or bowl.
- Ask the child to take out one object.
- Touch the object and count: “One.”
- Repeat with different objects.
Use simple prompts:
- “Can you give me one block?”
- “Can you find one button?”
- “Can you put one toy in the bowl?”
Think and talk: Ask, “Do we have one toy or many toys?” Help the child answer, “One toy.”
3. Movement Game: One Jump
Say:
“When I say ‘one,’ do one jump!”
Try different actions:
- One clap
- One jump
- One spin
- One stomp
- One wave
After each action, ask, “How many did we do?” Help the child say, “One!”
4. I Do: Make the Number 1
Use your finger to draw the number 1 in the air.
Say:
“Start at the top. Go down. That makes 1.”
Model making the number 1 with:
- Your finger in the air
- A crayon on paper
- Play dough rolled into a straight line
5. We Do: Practice Making 1
Invite the child to practice with you:
- Trace a large number 1 with a finger.
- Make a number 1 with play dough.
- Draw a number 1 with a crayon.
- Decorate the number 1 with one sticker or one dot.
Offer encouragement:
“You started at the top and went down. You made a 1!”
6. You Do: One Treasure Hunt
Invite the child to find things around the home.
Say:
“Let’s look for things that come in ones. Can you find one spoon? Can you find one shoe? Can you find one book?”
Give the child choices:
- Find one soft thing.
- Find one blue thing.
- Find one toy.
- Find one round thing.
Each time, count the object together and say, “One!”
7. Creative Choice Activity
Let the child choose one activity:
- One-Item Picture: Draw one sun, one flower, or one balloon.
- Number 1 Collage: Cover a large number 1 with one type of mark, such as dots or short lines.
- One-Block Tower: Build a tower using one block.
- Story Time: Make up a story about one little animal or one silly monster.
Formative Assessment: Quick Checks
During the lesson, check understanding by asking the child to:
- Point to the number 1 among two or three number cards.
- Give you one object.
- Show one finger.
- Choose which group has one object.
- Count one object without adding extra numbers.
If the child is unsure, calmly model the answer and try again with fewer objects.
Summative Assessment: Show What You Know
Place a number 1 card, several objects, and paper with a crayon in front of the child. Ask the child to:
- Point to the number 1.
- Put one object beside the number 1.
- Show one finger.
- Try to draw or trace the number 1.
The child does not need to make a perfect numeral. Participation, recognition, and understanding that one means a single object are the main goals.
Differentiation and Support
For Extra Support
- Use only one object at a time.
- Give directions one step at a time.
- Use large, bright number cards.
- Guide the child’s hand gently while tracing.
- Repeat the words “one” and “number 1” often.
For More Challenge
- Ask the child to find the number 1 in a book or on a calendar.
- Ask the child to draw one object and write 1 beside it.
- Compare one object with a group of two or three objects.
- Invite the child to explain, “One means just one.”
Conclusion and Recap
Gather the materials and ask:
- “What number did we learn?”
- “How many things does one mean?”
- “Can you show me one finger?”
- “Can you find one thing near you?”
Say together:
“One means just one. This is the number 1!”
End with one final action, such as one clap, and celebrate the child’s effort.
Optional Everyday Follow-Up
Look for the number 1 during the day on clocks, books, doors, signs, or packaging. Each time the child finds it, say, “You found number 1!”