Fun with the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon or washable marker
- One small toy or stuffed animal
- Building blocks or counting objects
- Number cards, including the number 1
- Paper and stickers
- 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 word “one.”
- Count one object.
- Show one object when asked.
- Trace or make the numeral 1.
- Connect the idea of “one” to everyday life.
Success Criteria
I know I can do it when I can:
- Point to the number 1.
- Give one object to my teacher or grown-up.
- Say, “This is one.”
- Make a number 1 with a finger, crayon, or block.
Introduction: One Special Thing
Hook: Hold up one favorite toy or stuffed animal.
Say: “Look! I have one toy. Can you show me one finger?”
Invite the child to hold up one finger. Count slowly together: “One!”
Tell the child: “Today we will learn about the number 1. We will find one thing, count one thing, move one time, and make the number 1.”
Body
I Do: Teach and Model
- Show the numeral 1 on a card or draw it on paper.
- Say: “This is the number 1. It means one thing.”
- Hold up one block and say, “One block.”
- Point to the numeral and trace it slowly with your finger from top to bottom.
- Say: “The number 1 starts at the top and goes straight down.”
Quick check: Ask, “Can you point to the number 1?”
We Do: Learn Together
Activity 1: Find One
Place several groups of objects nearby. Some groups should have one object, and others should have more than one.
Say: “Let’s find a group with one thing.” Help the child choose a group with exactly one object.
Repeat with familiar items such as:
- One shoe
- One book
- One spoon
- One stuffed animal
Each time, ask: “How many?” Encourage the child to answer, “One.”
Activity 2: One-Move Game
Give simple directions that use the number 1:
- Take one jump.
- Clap one time.
- Touch one toe.
- Spin one time.
- Give one high-five.
After each action, count together: “One!”
Transition: “We found one and moved one time. Now you get to show what you know.”
You Do: Child Practices
Activity 3: Make a Group of One
Give the child several blocks or small counting objects.
- Ask the child to choose one object.
- Have the child place it in a small circle or bowl.
- Ask, “How many objects are in your circle?”
- Encourage the child to answer, “One.”
Let the child choose which object to use. The object may be a block, toy, button, or safe household item.
Activity 4: Make the Number 1
Offer the child a choice of ways to make the number 1:
- Trace a large number 1 with a finger.
- Draw a number 1 with a crayon.
- Build a number 1 with blocks.
- Make a number 1 in the air.
- Place stickers along a large number 1.
Use simple language: “Start at the top. Go straight down.”
Real-World Connection
Look around the home and find things that come in ones. Ask:
- “Can you find one door?”
- “Can you find one table?”
- “Can you bring me one sock?”
- “Can you show me one finger?”
Explain: “We use the number 1 when we talk about one cookie, one pet, or one person.”
Formative Assessment
During the lesson, observe whether the child can:
- Identify the numeral 1 from two or three choices.
- Give exactly one object.
- Count one object without adding more objects.
- Say the word “one.”
- Attempt to trace or form the numeral 1.
If needed, provide choices: “Is this 1 or 3?” Give praise for effort and gently model the answer.
Summative Assessment: Show Me One
Ask the child to complete these four tasks:
- Point to the number 1.
- Give you one object.
- Show one finger.
- Make a number 1 by drawing, tracing, building, or using stickers.
Success goal: The child completes at least three of the four tasks with little or no help.
Differentiation
For Extra Support
- Use only two number cards, including 1.
- Use large, familiar objects.
- Guide the child’s hand while tracing.
- Repeat the phrase, “One means just one.”
- Allow pointing, gestures, or showing one finger instead of speaking.
For an Extra Challenge
- Ask the child to find the number 1 in a book or on a calendar.
- Invite the child to draw one object next to the numeral 1.
- Ask, “What happens if we add one more?” and introduce the idea of two.
- Have the child make a simple picture using one sun, one house, or one tree.
Conclusion and Recap
Hold up the numeral 1 and ask:
- “What number is this?”
- “How many objects does 1 mean?”
- “Can you show me one finger?”
Say: “Today we learned that the number 1 means one. We found one object, moved one time, and made the number 1.”
Optional Follow-Up
During the day, invite the child to find and name one object in different places around the home. Celebrate each discovery by saying, “You found one!”