Fun with the Number 1
Materials Needed
- One large paper or card with the number 1
- Small toys, blocks, or buttons
- Paper and crayons
- Play dough
- One favorite toy or object
- Optional: music for a movement game
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the number 1.
- Count one object.
- Show one object when asked.
- Trace or make the number 1.
- Find examples of “one” in everyday life.
Success Looks Like
- “I can show you one thing.”
- “I know this is the number 1.”
- “I can count one object: 1.”
- “I can make a number 1 with my finger, crayon, or play dough.”
Introduction: Look for One
Time: 5 minutes
Hook: Hold up one favorite toy.
Say: “Look! I have one toy. Can you hold up one finger?”
Invite the child to look around the room and find one object.
Ask:
- “Can you find one shoe?”
- “Can you show me one finger?”
- “What is one thing you like?”
Tell the child: “Today we will learn about the number 1. One means just one thing.”
Body of the Lesson
I Do: Learn About One
Time: 5 minutes
Show the number card.
Say: “This is the number 1. It is called one.”
Place one block beside the number card. Touch the block and count slowly:
“One.”
Show one finger and say:
“One finger means one.”
Trace the number 1 in the air while saying:
“Start at the top. Go down. Number 1!”
Use a simple chant:
“One little finger, one little toe, one is the number that we know!”
Quick Check
Ask the child to answer by speaking, pointing, or showing fingers:
- “What number is this?”
- “How many blocks are here?”
- “Can you show me one finger?”
Celebrate effort with encouraging words such as, “You found one!” or “You counted carefully!”
We Do: One or More?
Time: 8 minutes
Place one object in front of the child. Ask, “How many?” Help the child touch the object and say, “One.”
Now place two or three objects nearby. Ask, “Which group has one?” Let the child point to the group with only one object.
Repeat with different objects, such as blocks, crayons, or small toys.
Use the words:
- “One means just one.”
- “Let’s touch and count.”
- “Do we have one or more than one?”
Movement Game: Move One Time
Time: 5 minutes
Give one-step directions. The child should do each action one time:
- Clap one time.
- Jump one time.
- Spin one time.
- Touch one knee.
- Take one big step.
Pause after each action and ask, “How many times did you do it?”
We Do: Make the Number 1
Time: 8 minutes
Invite the child to make a number 1 in several ways:
- Trace the number 1 on the card with a finger.
- Draw a number 1 in the air.
- Build a number 1 with play dough.
- Draw a large number 1 with a crayon.
Say the steps together: “Start at the top. Go down.”
Do not worry about perfect handwriting. Praise careful trying.
You Do: Number 1 Treasure Hunt
Time: 10 minutes
Say: “Let’s find things that come in ones!”
Ask the child to find or point to one of each item:
- One book
- One sock
- One spoon
- One toy
- One favorite object
For each item, the child should hold it up and say, “One ____.”
Let the child choose one additional item to find. This gives the child choice and connects learning to home life.
Creative Activity: One Special Picture
Time: 8 minutes
Ask the child to draw one large number 1. Then invite the child to add one special picture beside it, such as one sun, one flower, or one pet.
Ask:
- “What is your one thing?”
- “Can you point to your number 1?”
- “Can you count the special things in your picture?”
Display the picture or let the child explain it to another family member.
Formative Assessment
During the lesson, observe whether the child can:
- Point to the number 1.
- Show one finger.
- Give one object when asked.
- Count one object without counting it more than once.
- Make or trace a recognizable number 1.
If the child needs help, model the answer and try again with fewer objects or larger materials.
Summative Assessment: Show Me One
Time: 5 minutes
Place several objects in front of the child and ask:
- “Show me one block.”
- “Which card shows the number 1?”
- “Can you count one toy?”
- “Can you make a number 1?”
- “Can you find one thing in this room?”
The child meets the lesson goal by correctly completing at least four of the five tasks with or without a small prompt.
Differentiation and Support
For a Child Who Needs More Support
- Use only one object at a time.
- Guide the child’s hand as needed while counting.
- Use large objects that are easy to see and touch.
- Repeat the same short phrase: “One means just one.”
- Allow pointing, touching, or showing fingers instead of speaking.
For a Child Ready for More
- Ask the child to find the number 1 on a book, clock, calendar, or toy.
- Invite the child to sort groups into “one” and “more than one.”
- Ask, “What happens if we add one more?”
- Have the child make a page with several examples of one.
Conclusion and Recap
Time: 3 minutes
Hold up the number card again and ask the child to finish these sentences:
- “This is the number ____.”
- “One means ____.”
- “I can show one by holding up ____ finger.”
Say together:
“One means just one. The number 1 shows one!”
End with one clap, one high-five, or one happy jump.
Optional Follow-Up
Throughout the day, invite the child to notice one thing: one cup, one door, one pet, or one moon in a drawing. Ask, “Can you find one?”