Fun with the Number 1
Materials Needed
- Large paper or a whiteboard
- Marker or crayon
- Number cards, including the number 1
- Small objects such as blocks, buttons, or toy animals
- Play dough
- Paper and crayons
- Optional: a favorite book with one main character or object
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the numeral 1.
- Count one object accurately.
- Show one object when asked.
- Trace or create the shape of the number 1.
- Use the word “one” in a simple sentence.
Success Criteria
I can:
- Point to the number 1.
- Give you one object.
- Say, “One!” when I count one thing.
- Make a number 1 with my finger, crayon, or play dough.
Introduction: The Number 1 Adventure
Hook: Hold up one toy animal or block and say, “Look! I have one toy. Can you show me one finger?”
Invite the child to hold up one finger. Say:
“Today we are going on a number adventure. We will learn about the number 1. The number 1 means one thing.”
Quick question: “Can you find one thing near you?”
Body of the Lesson
Part 1: I Do — Meet the Number 1
Write or display a large 1. Point to it and say:
“This is the number 1. We say ‘one.’ One means just one thing.”
Place one block beside the numeral 1. Touch the block and count slowly:
“One.”
Model how to draw the number:
- “Start at the top.”
- “Go down.”
- “Now we have a number 1!”
Use your finger to draw a large 1 in the air. Invite the child to watch first.
Quick check: Show two cards, one with 1 and one with another numeral. Ask, “Which card shows the number 1?”
Part 2: We Do — Find One
Place several objects in front of the child. Say:
“Let’s take one. We do not need a lot. We need just one.”
- Ask the child to choose one object.
- Touch it and count: “One.”
- Place it next to the number 1.
- Repeat with different objects.
Try a movement game:
- Take one jump.
- Clap one time.
- Turn around one time.
- Give one high-five.
After each action, ask, “How many did we do?” Help the child answer, “One.”
Part 3: We Do — Number 1 Hunt
Look around the room together for the number 1. The child may search on books, toys, labels, calendars, or a clock.
Each time the child finds a 1, say:
“You found the number 1! Let’s trace it with our finger.”
Think and talk:
- “Can you find one red thing?”
- “Can you find one toy?”
- “Can you find one book?”
Part 4: You Do — Make the Number 1
Invite the child to choose one way to make a number 1:
- Trace a large 1 with a crayon.
- Build a 1 with play dough.
- Make a 1 using blocks.
- Draw a 1 in the air or on the floor with a finger.
Give simple directions:
“Start at the top. Move your finger down. You made a 1!”
Offer encouragement and specific feedback:
“You started at the top and made one long line. That looks like a number 1.”
Part 5: Creative Activity — One Special Thing
Ask the child to draw one special thing, such as one sun, one flower, one pet, or one favorite toy.
When the drawing is finished, ask:
- “What did you draw?”
- “How many did you draw?”
- “Can you write or trace the number 1 next to it?”
Help the child say a sentence:
“I drew one ______.”
Formative Assessment
Check understanding throughout the lesson by asking the child to:
- Point to the number 1.
- Show one finger.
- Give you one object.
- Count one object.
- Find one item in the room.
- Trace or create the number 1.
Summative Assessment: Show What You Know
Place three numeral cards in front of the child, including the number 1. Ask the child to:
- Point to the number 1.
- Place one object beside it.
- Say, “One.”
- Make a number 1 using a finger, crayon, or play dough.
Suggested mastery goal: The child completes at least three of the four tasks with little or no help.
Differentiation and Support
For a Child Who Needs More Support
- Use only one numeral card at a time.
- Provide hand-over-hand help while tracing.
- Use large objects that are easy to see and touch.
- Repeat the phrase, “One means just one.”
- Allow pointing, showing a finger, or choosing instead of speaking.
For a Child Ready for More Challenge
- Ask the child to find several examples of the number 1.
- Invite the child to compare one object with a group of two or three objects.
- Ask the child to write the number 1 independently.
- Make a simple number book with one object on each page.
Conclusion and Recap
Gather the materials and review the lesson together. Ask:
- “What number did we learn today?”
- “How many things does the number 1 show?”
- “Can you show me one finger?”
- “Can you find one thing to bring me?”
Say:
“Today we learned that the number 1 means one. We found one thing, counted one thing, and made the number 1.”
End with one clap and say, “One great job!”
Optional Follow-Up
During the day, look for groups of one. Ask the child to identify one spoon, one shoe, one pet, or one book. Celebrate each discovery by saying, “That is one!”