Fun With the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon, marker, or pencil
• Number cards or a homemade card showing 1
• Small toys, blocks, or snacks
• Paper and stickers
• 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 numeral 1.
• Say the number name “one.”
• Count one object correctly.
• Show one object when asked.
• Trace or try to write the numeral 1.
• Connect the number 1 to real-life examples.

Success Criteria

I can:

• Point to the number 1.
• Say “one.”
• Give you one toy or block.
• Make one mark that looks like 1.

Introduction: The One-Thing Hunt

Time: 5 minutes

Say: “Today we are number detectives! We are looking for things that come in a group of one.”

Invite the child to find one item nearby, such as one shoe, one book, or one teddy bear.

Ask:

• “What did you find?”
• “How many did you find?”
• “Can you touch just one?”

Show the numeral 1 and say: “This is the number 1. We say, ‘one.’” Have the child repeat “one” while holding up one finger.

Body of the Lesson

I Do: Meet the Number 1

Time: 5 minutes

Draw a large 1 slowly. Say:

“Start at the top. Go down. This is 1.”

Use your finger to trace the number in the air. Then invite the child to copy you.

Place one block in front of the child. Say: “I have one block. One means just one.”

Show a group of two or three blocks and say: “This is more than one. Let’s find just one.”

Quick Check

Hold up the number card and ask:

• “What number is this?”
• “Can you show me one finger?”
• “Can you give me one block?”

Give specific feedback: “You gave me one block. You counted carefully!”

We Do: One or Not One?

Time: 8 minutes

Place different groups of objects on the floor or table: one car, two blocks, one spoon, and three crayons.

Work together:

1. Point to a group.
2. Count the objects aloud.
3. Decide whether the group has one object.
4. Put groups with one object into the “One” basket.

Say: “Let’s check this group. One, two. Is it one? No. Let’s try this group. One. Yes, it is one!”

Movement Game: One-Step Commands

Time: 5 minutes

Give playful instructions using the number 1:

• “Take one step.”
• “Clap one time.”
• “Jump one time.”
• “Touch one toy.”
• “Spin one time.”

Pause after each action and ask: “How many did you do?”

We Do: Make One

Time: 7 minutes

Give the child paper and a crayon. Together, make a picture that has only one of each chosen item, such as:

• One sun
• One flower
• One bird
• One house

Say: “Let’s draw one sun. How many suns should we draw?”

Let the child choose what to draw. Encourage the child to place one sticker on the picture.

You Do: Number 1 Practice

Time: 8 minutes

Invite the child to complete these activities independently, offering help when needed:

1. Find the number 1 among several number cards or handwritten numbers.
2. Put one toy into the basket.
3. Show one finger.
4. Trace the numeral 1 with a finger or crayon.
5. Try writing one or more numeral 1s.

Celebrate effort: “You tried to make a 1. Your line goes down, just like a number 1!”

Real-Life Connection

Look around the home and find examples of one:

• One front door
• One nose
• One moon in the sky
• One spoon for snack time
• One favorite toy

Ask: “What is one thing you would take on a picnic?”

Choice Activity

Let the child choose one activity:

• Build: Make a tower with one block.
• Move: Dance to one song and freeze when the music stops.
• Create: Decorate a large numeral 1 with one sticker or one piece of paper.
• Search: Find five items, one at a time, and name each item.

Assessment

Formative Assessment

During the lesson, observe whether the child can:

• Recognize the numeral 1.
• Say “one.”
• Count one object without adding another.
• Follow a one-step number instruction.
• Trace or attempt the numeral 1.

End-of-Lesson Demonstration

Ask the child to complete the following:

1. “Point to the number 1.”
2. “Show me one finger.”
3. “Give me one toy.”
4. “Count this one block.”
5. “Show me how to make a 1 in the air.”

Ready to move on: The child completes most tasks with little or no help.

Differentiation and Support

• If the child needs support: Use only one object at a time, guide the child’s hand, and repeat “one” slowly.
• Use sensory learning: Trace the number 1 in sand, rice, shaving cream, or with a finger on a table.
• Use movement: Let the child make a large 1 with an arm or walk along a taped 1 on the floor.
• If the child is ready for more: Compare one with zero and two, or ask the child to find one object in several different rooms.
• For a digital option: Display a large numeral 1 on a screen and invite the child to point, count, and trace it with a finger.

Conclusion and Recap

Time: 3 minutes

Hold up the numeral 1 and ask the child to finish these sentences:

• “This is number ___.”
• “Number 1 means ___.”
• “I can show one by holding up ___ finger.”

Say: “Today we learned that 1 means one. One is just one thing. We found one, counted one, moved one time, and practiced making the number 1.”

End with a celebration: “Give yourself one big clap for being a number detective!”

Optional Follow-Up

During the day, ask the child to find and count one item during ordinary activities, such as one cup at snack time, one sock while getting dressed, or one book before bed.