Fun with the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon, marker, or pencil
- Small objects such as blocks, buttons, toy animals, or snacks
- Paper with several large number 1s
- Play dough or modeling clay
- One favorite toy or stuffed animal
- Optional: music for a counting-and-movement game
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the number 1.
- Say that 1 means “one.”
- Count one object correctly.
- Trace or make a number 1.
- Find examples of “one” in everyday life.
Success Looks Like
- “I can show one object.”
- “I can point to the number 1.”
- “I can say one.”
- “I can try to make a number 1.”
Introduction: One Special Thing
Teacher/Adult says: “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. Show the child one favorite toy and say, “I have one toy.”
Hook: Ask, “Can you find one thing in this room that you like?” Let the child choose an object.
Tell the child: “Today we will find one, count one, make one, and play with one!”
Body of the Lesson
1. I Do: See and Say One
Place one object on the table. Touch it once and say slowly:
“One.”
Show a large number 1 and say:
“This is the number 1. It tells us there is one thing.”
Model counting:
- Point to the object.
- Say “one.”
- Stop counting.
Quick check: Ask, “How many objects are here?” Encourage the child to answer, “One.”
2. We Do: Find One
Place groups of objects on the table: one block, two blocks, and three blocks. Ask the child to find the group with one object.
Use simple prompts:
- “Point to one block.”
- “Which group has just one?”
- “Let’s touch it and say one.”
Repeat with different objects, such as one toy animal, one crayon, or one spoon.
Think-and-Talk Moment
Ask, “What is one thing you can eat?” or “What is one thing you can wear?” Accept answers such as one apple, one sock, or one hat.
3. We Do: Make the Number 1
Show the child how to make a number 1:
- “Start at the top.”
- “Go down.”
- “Add a little line at the bottom if you like.”
Let the child trace large number 1s with a finger first. Then invite the child to:
- Trace the number 1 with a crayon.
- Make a number 1 with play dough.
- Draw one large number 1 on paper.
Encouragement: “You are making a number 1. It goes down like a tall line!”
4. You Do: One-Object Treasure Hunt
Invite the child to search for objects around the home. The child should bring back one object at a time.
Instructions for the child:
- “Find one safe object.”
- “Bring it to our table.”
- “Touch it and say one.”
After each turn, ask:
- “How many did you bring?”
- “Can you show one finger?”
- “What is the number for one?”
Allow the child to choose what to find. This provides choice and makes the activity personal.
5. Movement Game: One, Stop!
Play music or clap a steady beat. Tell the child:
“When the music stops, do one action!”
Call out different actions:
- One jump
- One clap
- One turn
- One big stretch
- One wiggle
Count the action once and stop. Say, “One jump. We did it one time!”
6. Creative Choice Activity
Let the child choose one activity:
- Number Art: Decorate one large number 1 with stickers, crayons, or small paper pieces.
- One Snack: Place one safe snack on a plate and count it together.
- One Friend Story: Make up a short story about one toy going on an adventure.
- Play Dough: Make one ball, one snake, or one number 1.
Formative Assessment
Check understanding throughout the lesson by asking the child to:
- Point to the number 1 among two or three different numbers.
- Show one finger.
- Give you one object.
- Count one object without continuing to two.
- Say what “one” means.
Give specific feedback:
- “You gave me one block. You counted carefully.”
- “You found the number 1.”
- “You made one tall line. That looks like a number 1.”
Summative Assessment: Show Me One
Place three small groups on the table: a group with one object, a group with two objects, and a group with three objects. Ask the child to complete these tasks:
- “Point to the group with one.”
- “Give me one object.”
- “Show me one finger.”
- “Point to the number 1.”
- “Try to draw or trace a number 1.”
The child is successful when they complete at least four of the five tasks with little or no help.
Conclusion: Tell What We Learned
Gather the child and the favorite toy together. Say:
“Today we learned about the number 1. One means one thing. We found one, counted one, moved one time, and made a number 1.”
Ask the child:
- “What number did we learn?”
- “Can you show me one finger?”
- “Can you find one thing near you?”
Finish with a chant:
“One little finger, one little toe, one number 1—now we know!”
Differentiation and Adaptations
For a Child Who Needs More Support
- Use only one object and one number card at a time.
- Guide the child’s finger while counting and tracing.
- Use large, easy-to-hold objects.
- Repeat the words “one” and “number 1” often.
- Celebrate pointing, touching, or showing one finger as valid responses.
For a Child Ready for More Challenge
- Ask the child to find the number 1 in a book or on a calendar.
- Invite the child to make groups containing one object.
- Compare one with more: “Which group has one? Which group has more?”
- Ask the child to draw one object next to the number 1.
- Look for the number 1 in real life, such as on a door, package, or page.
Optional Follow-Up
During the day, notice natural examples of one: one cup, one shoe, one pet, or one book. Each time, say, “That is one!”