Fun With the Number 1
Materials Needed
- One large piece of paper
- Crayons or washable markers
- Small objects, such as blocks, toy cars, buttons, or stuffed animals
- Number cards or a handwritten card showing 1
- Play dough or modeling clay
- Optional: music for a movement game
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the numeral 1.
- Say that 1 means “one.”
- Count one object accurately.
- Trace or make the shape of the numeral 1.
- Find one item in a familiar group of objects.
Success Looks Like
- “I can show one thing.”
- “I can find the number 1.”
- “I can make a number 1.”
- “I can count one object: 1.”
Introduction: One Special Thing
Say: “Today we are learning about the number 1. One means just one thing. Can you show me one finger?”
Invite the child to hold up one finger. Look around the room together and find one special item, such as one favorite toy, one window, or one lamp.
Ask:
- “Can you find one toy?”
- “How many noses do you have?”
- “How many suns are in the sky today?”
Tell the child: “Today we will learn to see, say, count, and make the number 1.”
Body of the Lesson
1. I Do: Meet the Number 1
Show the number card with 1.
Say: “This is the number 1. We say, ‘one.’ The number 1 tells us there is one thing.”
Place one object beside the card.
Model: “I see one block. I touch it and count: 1. There is one block.”
Use your finger to trace the numeral in the air while saying:
“Start at the top, go straight down. That makes a 1!”
2. We Do: Count One Object
Place several objects in front of the child. Ask the child to choose one object.
Say: “Please give me one block.”
When the child gives you one, touch it and count together:
“1. We have one block.”
Repeat with different objects:
- One toy car
- One crayon
- One button
- One stuffed animal
Quick check: Show one object and then two objects. Ask, “Which group shows one?” Let the child point to the correct group.
3. Movement Game: Move One Time
Invite the child to follow one-step directions. Give one direction at a time:
- “Clap one time.”
- “Jump one time.”
- “Spin one time.”
- “Tap your knees one time.”
After each action, say together, “We did it one time!”
Choice: Let the child choose one movement for the adult to copy.
4. We Do: Make the Number 1
Use play dough to make a long, straight snake. Help the child bend or shape it into the number 1.
As you work, say:
“The number 1 goes down. It is tall and straight.”
Next, draw a large 1 on paper. Invite the child to:
- Trace it with a finger
- Trace it with a crayon
- Decorate it with one sticker or one dot
5. You Do: Number 1 Hunt
Place the number card 1 in different safe places around the room. Ask the child to look for it.
When the child finds it, ask:
- “What number did you find?”
- “Can you show me one finger?”
- “Can you bring me one object?”
For a digital option, show several large numerals on a screen or paper. Ask the child to point to every 1.
6. Hands-On Challenge: One for Each Friend
Place two or three stuffed animals or toys in a row. Give the child a small pile of objects.
Say: “Please give each toy one block.”
Help the child give one block to each toy. Use simple language:
“One block for Bear. One block for Bunny. Each friend gets one.”
Talk together: “What happens if we give one more block to Bear? Does Bear have one block now?”
Formative Assessment: Quick Checks
Use these questions during the lesson:
- “Which card shows 1?”
- “Can you give me one crayon?”
- “How many fingers are you holding up?”
- “Can you count one block?”
- “Can you show me the number 1 with your finger?”
Notice whether the child can recognize, say, show, count, and make the number 1. Offer encouragement such as, “You found one!” or “You counted one object carefully!”
Summative Assessment: Show What You Know
Invite the child to complete these four tasks:
- Point to the numeral 1 from a group of three numerals.
- Give you one object.
- Show one finger and say, “One.”
- Draw or trace a number 1.
The child meets the lesson goal when they complete most tasks with little or no help.
Differentiation and Support
For Extra Support
- Use only one object at a time.
- Guide the child’s hand as they trace the number 1.
- Repeat the same words: “One means one thing.”
- Use large objects and a large number card.
- Allow pointing, showing, or acting instead of speaking.
For an Extra Challenge
- Ask the child to find all the number 1s in a short group of numbers.
- Ask the child to draw one object next to the numeral 1.
- Invite the child to write the numeral 1 independently.
- Ask, “Can you find one thing that is red?” or “Can you find one round thing?”
Conclusion and Recap
Show the number card one more time.
Say: “Today we learned about the number 1. One means just one thing. We found one object, moved one time, and made the number 1.”
Ask the child to complete these sentences:
- “The number ___ means one.”
- “I can show one with my ___.”
- “I can find one ___.”
End with a cheerful chant:
“One, one, number one! Learning numbers is fun!”
Optional Real-World Follow-Up
During the day, look for examples of one: one spoon at snack time, one shoe, one pet, one book, or one flower. Each time, point, count, and say, “That is one!”