Number 1 Adventure: Meet the One!
Materials Needed
- Paper and crayons or washable markers
- Number cards or a paper with the number 1
- Small objects, such as blocks, buttons, toy animals, or snacks
- Play dough or modeling 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 written number 1.
- Count one object accurately.
- Show one object when asked.
- Trace or make the shape of the number 1.
- Connect the number 1 to real-life examples.
Success Criteria
I can:
- Point to the number 1.
- Count one thing: “One!”
- Give one object to someone.
- Make a number 1 with my finger, crayon, or play dough.
Introduction: The One Surprise
Time: 5 minutes
Place one favorite toy in a basket. Say:
“Look! There is one toy in the basket. One means just one. Can you say, ‘one’?”
Show the written number 1 and say:
“This is the number 1. The number 1 tells us that we have one thing.”
Invite the child to look around and find one item nearby, such as one shoe, one cup, or one stuffed animal.
Tell the Child What We Will Learn
Use simple language:
“Today we will learn about the number 1. We will find one thing, count one thing, and make the number 1.”
Body: I Do
1. Model Counting One Object
Time: 5 minutes
Place several objects on the table, but touch only one object.
Say slowly:
“I am touching one block. One.”
Move the block to the basket and say:
“Now there is one block in the basket.”
Repeat with one other object. Emphasize that one means only one object.
2. Model Writing Number 1
Draw a large number 1 in the air with your finger while saying:
“Start at the top. Go down. Number 1!”
Trace the number 1 on paper. Do not worry about perfect handwriting. The goal is to notice and practice the shape.
Body: We Do
3. One-Object Hunt
Time: 5–7 minutes
Take turns finding one object around the home.
- Say, “Find one soft thing.”
- Let the child choose one item.
- Count it together by touching it once: “One.”
- Place it in the basket.
Try different prompts:
- “Find one red thing.”
- “Find one toy.”
- “Find one thing that is small.”
- “Find one thing that makes a sound.”
Quick check: Hold up one object and ask, “How many?” Encourage the child to answer, “One!”
4. Number 1 Movement Game
Time: 5 minutes
Give movement directions that use one action:
- “Do one jump.”
- “Clap one time.”
- “Stomp one foot.”
- “Spin one time.”
- “Touch one toe.”
Count the action together. Pause after one action so the child can notice that the activity stops at one.
5. Make Number 1
Time: 7–10 minutes
Offer one or more choices:
- Trace a large number 1 with a crayon.
- Make a number 1 from play dough.
- Use a finger to draw number 1 in the air.
- Make a number 1 with one long block or craft stick.
As the child works, repeat:
“You are making number 1. Number 1 means one.”
Body: You Do
6. The One Café
Time: 8–10 minutes
Pretend to run a small café or snack shop. The adult is the customer, and the child is the server.
Give simple orders:
- “Please give me one cup.”
- “Please give me one pretend cookie.”
- “Please give me one spoon.”
The child selects and gives one item. Count it together before placing it on the table.
Then switch roles. Ask the child to order one item. This makes the activity playful and connects counting to everyday life.
7. Number 1 Art
Time: 5–10 minutes
Invite the child to draw a large number 1 and decorate it. The child may add:
- One sticker
- One dot
- One star
- One line of a chosen color
Ask:
“How many decorations did you use? Can you use one?”
Formative Assessment
During the lesson, observe whether the child can:
- Point to the number 1 when shown several numbers.
- Give one object instead of a group of objects.
- Say or repeat the word “one.”
- Stop counting after one object.
- Attempt the shape of number 1.
If the child is unsure, model the answer and try again with fewer objects.
Summative Assessment: Show Me One
Time: 5 minutes
Place a few groups of objects on the table: one block, two buttons, and three toy animals. Ask the child:
- “Which group has one?”
- “Can you give me one object?”
- “Can you point to number 1?”
- “Can you make number 1?”
Celebrate effort and accuracy. A successful response means the child can complete most of the tasks with little or no help.
Differentiation and Support
For Extra Support
- Use only one object at a time.
- Hold the child’s hand gently while counting or tracing, if welcomed.
- Use large objects that are easy to see and touch.
- Repeat the phrase, “One means just one.”
- Allow pointing, showing, or acting instead of speaking.
For an Additional Challenge
- Ask the child to find one object of a particular color or shape.
- Ask, “What happens if we add one more?”
- Invite the child to compare one object with a group of two or three.
- Look for the number 1 in books, signs, clocks, or calendars.
- Ask the child to draw one object beside the number 1.
Conclusion: Tell What We Learned
Time: 3–5 minutes
Review the number card and ask:
- “What number did we learn?”
- “How many things does one mean?”
- “Can you show me one finger?”
- “Can you find one thing?”
Finish with a short chant:
“One little finger, one little nose,
One little number—there it goes!
Number 1 means one. Hooray!”
Optional Follow-Up Activities
- Look for the number 1 during a walk or while reading a story.
- Put one toy in each room and have the child find them.
- Serve one piece of fruit or one cracker and count it together.
- Read a counting book and pause whenever you see one object.
- Make a “Number 1” page in a learning scrapbook.
Teacher or Parent Reflection
After the lesson, note:
- Did the child recognize the number 1?
- Could the child select one object?
- Which activity was most engaging?
- What should be practiced again?