Fun With the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon, marker, or pencil
• One small toy or stuffed animal
• Small objects for counting, such as blocks, buttons, or pom-poms
• Paper plate or small bowl
• Optional: number cards or the number 1 written on paper

Learning Objectives

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

• Recognize the numeral 1.
• Count one object.
• Show one object when asked.
• Trace or draw the numeral 1 with support.
• Connect the number 1 to real-life examples.

Success Criteria

I can:

• Point to the number 1.
• Give you one object.
• Say, “One!” when I see one thing.
• Try to make the number 1.

Introduction: Meet Number 1

Time: 5 minutes

Hold up one toy or stuffed animal.

Say: “Look! I have one toy. One means just one. Today we are going to play with the number 1!”

Invite the child to repeat:

• “One toy.”
• “One clap.”
• “One finger.”

Quick question: “Can you show me one finger?”

Body of the Lesson

I Do: Watch Me

Time: 5 minutes

1. Write or show a large numeral 1.
2. Point to it and say, “This is the number 1.”
3. Place one object in a bowl or on a plate.
4. Touch the object and say, “One.”
5. Show several objects, then remove all but one. Say, “Now there is one.”

Explain in simple language: “The number 1 tells us there is one thing.”

Movement connection: Clap exactly one time, stomp exactly one time, and jump exactly one time.

We Do: Count One Together

Time: 8 minutes

Activity 1: One-Object Hunt

1. Ask the child to find one safe object in the room.
2. When the child returns, count it together by touching it once: “One.”
3. Repeat with different objects, such as one book, one sock, or one block.

Use the prompt: “Please bring me one ______.”

Activity 2: One or More?

1. Place one object in front of the child.
2. Ask, “How many?”
3. Then place two or three objects in front of the child.
4. Ask, “Is this one?”

Encourage the child to answer by speaking, pointing, holding up a finger, or choosing between two groups.

Formative check: Give the child a small group of objects and ask, “Can you give me one?” Watch whether the child selects exactly one.

You Do: Number 1 Play Stations

Time: 12–15 minutes

Let the child choose two or more activities.

Choice A: Make a Group of One

1. Place several objects on the table.
2. Ask the child to put one object on the paper plate.
3. Say together, “One object is on the plate.”

Choice B: Number 1 Art

1. Draw a large number 1.
2. Invite the child to trace it with a finger.
3. Let the child decorate it with one sticker, one dot, or one sticker-shaped drawing.

Choice C: One-Step Action Game

Give playful instructions:

• “Take one jump.”
• “Give one high-five.”
• “Touch one toy.”
• “Spin one time.”

Choice D: Feed the Toy

1. Place a toy or stuffed animal nearby.
2. Ask the child to give it one pretend snack.
3. Count together: “One snack for the toy.”

Real-World Connection

Look around the home together and find things that come in groups of one:

• One nose
• One moon in a drawing or book
• One cup on the table
• One child
• One pet or one favorite toy

Say: “We use numbers to tell how many things we have.”

Formative Assessment

During the activities, check whether the child can:

• Point to the numeral 1.
• Show one finger.
• Choose exactly one object.
• Say or repeat the word “one.”
• Tell whether a group has one object or more than one.

Give specific encouragement:

• “You picked exactly one block.”
• “You counted carefully by touching the object once.”
• “You found the number 1!”

Summative Assessment: Show What You Know

Ask the child to complete these four tasks:

1. Point to the number 1 among two or three number cards.
2. Give you one object.
3. Show one finger.
4. Trace or draw the number 1.

The child meets the lesson goal when they successfully complete at least three of the four tasks, with support as needed.

Conclusion and Recap

Time: 5 minutes

Hold up one object and ask:

• “How many objects do I have?”
• “What number shows one?”
• “Can you show me one finger?”

Say together:

“The number 1 means one. One is just one thing!”

End with one clap and say: “We learned about number 1!”

Differentiation and Adaptations

For a Child Who Needs More Support

• Use only one object at a time.
• Physically guide the child’s hand to touch the object once while counting.
• Use large, colorful objects and a large numeral 1.
• Allow the child to answer by pointing, showing a finger, or choosing rather than speaking.
• Practice for shorter periods with movement breaks.

For a Child Ready for a Challenge

• Ask the child to find one object that is red, soft, round, or small.
• Invite the child to draw one object next to the numeral 1.
• Mix the numeral 1 with other numerals and ask the child to sort or find all the 1s.
• Ask, “What happens if we add one more?” and introduce the idea of two informally.

Optional Follow-Up

During the day, look for one thing at a time and say its number together: “One shoe,” “one spoon,” or “one bird.” Invite the child to make a small “Number 1” book with one drawing on each page.