Fun with the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon, marker, or washable paint
• One small toy or household object
• Several small objects, such as blocks, buttons, or toy animals
• Number cards, including a large card with the number 1
• Play dough or modeling clay
• Paper and stickers

Learning Objectives

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

• Recognize the number 1.
• Say the number 1.
• Count one object.
• Match the number 1 to a group with one object.
• Trace or make the shape of the number 1.
• Find examples of “one” in everyday life.

Success Criteria

“I know I can do it when I can point to 1, show one object, say ‘one,’ and make a number 1.”

Introduction: Let’s Find One

Time: 5 minutes

Show the child one toy or household object.

Say: “Look! I have one toy. One means just one. Can you say, ‘one’?”

Invite the child to look around and find one item. They might find one shoe, one spoon, or one stuffed animal.

Ask:

• “Can you show me one finger?”
• “How many noses do you have?”
• “Can you find one toy?”

Tell the child: “Today we will learn about the number 1. We will count one thing, make the number 1, and play a one-object game.”

Body: Learning and Practice

Part 1: I Do — Meet the Number 1

Time: 5 minutes

Show the number card with 1.

Say: “This is the number 1. It is called one.”

Trace the number 1 slowly with your finger while saying:

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

Place one object beside the number card.

Say: “The number 1 tells us there is one object.”

Model counting:

1. Touch the object.
2. Say, “One.”
3. Stop counting because there is only one object.

Quick check: Ask, “Which card shows 1?” If other number cards are available, let the child point to the number 1.

Part 2: We Do — Count One Object

Time: 7 minutes

Place a small group of objects nearby. Ask the child to take exactly one object at a time.

Say: “Please give me one block.”

When the child gives one block, respond: “You gave me one block! Let’s count it: one.”

Repeat with different objects:

• “Can you give me one button?”
• “Can you give me one toy animal?”
• “Can you give me one crayon?”

Mix in a playful mistake. Give the child two objects and ask, “Is this one?” Encourage the child to notice that it is two, not one.

Say: “You are right! That is more than one. Let’s put one back.”

Think and talk: “How do you know when you have one?”

Part 3: We Do — Number 1 Movement Game

Time: 5 minutes

Explain: “When I show the number 1, do one movement.”

Take turns showing the number card and choosing a movement:

• One jump
• One clap
• One wiggle
• One turn around
• One big stretch

Say: “The card says 1, so we do one movement. Ready? One jump!”

Let the child choose one movement for you. This gives the child a chance to lead.

Part 4: You Do — Make the Number 1

Time: 8 minutes

Invite the child to make the number 1 using one of these choices:

• Trace a large number 1 with a finger.
• Make a number 1 with play dough.
• Draw a number 1 with a crayon.
• Build a number 1 using a block or craft stick.
• Paint a number 1 using a finger or brush.

Give simple directions:

1. “Start at the top.”
2. “Move straight down.”
3. “You made a 1!”

Do not worry if the number is not perfect. Praise effort and direction-following.

Feedback statements:

• “You started at the top.”
• “You made one long line.”
• “You kept trying. That was good work.”

Part 5: One Sticker Picture

Time: 8 minutes

Give the child a piece of paper and stickers or drawing materials.

Say: “Make a picture with one thing in it. You could make one sun, one flower, one house, or one big animal.”

After the child finishes, ask:

• “What is one thing in your picture?”
• “Can you point to one sticker?”
• “Can you draw the number 1 beside your picture?”

Offer choices: “Would you like to make one sun or one flower?”

Real-World Connection: Find One

Time: 5 minutes

Take a short walk around the home or look around one room. Invite the child to find things that come in ones.

Possible examples include:

• One front door
• One table in a room
• One nose
• One moon in the sky
• One doorknob on a door

Say: “You found one! One means just one thing.”

Assessment

Formative Checks During the Lesson

• Ask the child to point to the number 1.
• Ask the child to show one finger.
• Ask the child to give you one object.
• Ask whether a group has one object or more than one.
• Watch whether the child begins tracing from the top and moves down.

End-of-Lesson Demonstration

Ask the child to complete these four tasks:

1. Point to the number 1.
2. Place one object beside it.
3. Say “one.”
4. Draw or build a number 1.

The child is successful when they complete most tasks with little or no help.

Differentiation and Support

For Extra Support

• Use only one object at a time.
• Use a large number card and trace it together.
• Guide the child’s hand gently if needed.
• Repeat the same language: “One means just one.”
• Allow pointing, touching, or showing one finger instead of speaking.

For More Challenge

• Ask the child to find five different examples of one.
• Invite the child to sort groups with one object from groups with more than one.
• Ask, “What happens if we add one more?”
• Let the child teach someone else how to count one object.
• Invite the child to write the number 1 independently.

Conclusion: Tell What We Learned

Time: 3 minutes

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

• “This number is ____.”
• “One means ____.”
• “I can show one by holding up ____ finger.”

Say: “Today we learned that 1 means one thing. We found one object, moved one time, made the number 1, and found one thing in our home.”

Finish with one clap and say: “One big clap for your great work!”

Optional Follow-Up

During the day, ask playful questions such as:

• “Can you bring me one sock?”
• “Can you find one red thing?”
• “Can you put one toy in the box?”