Fun With the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon or washable marker
• One small toy, block, or stuffed animal
• Several safe objects, such as blocks, buttons, or toy cars
• Paper and crayons
• Optional: music for a movement game

Learning Objectives

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

• Recognize the numeral 1.
• Count one object and say, “One.”
• Show one object when asked.
• Trace or try to write the numeral 1.
• Use the idea of “one” in a familiar situation.

Success Criteria

Success looks like this:

• “I can point to the number 1.”
• “I can give you one thing.”
• “I can count one object.”
• “I can try to make a 1.”

Introduction: Meet Number 1

Suggested time: 5 minutes

Hold up one favorite toy or stuffed animal.

Say: “Look! I have one toy. One means just one.”

Invite the child to touch or hold the toy.

Ask:

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

Show the numeral 1 on paper.

Say: “This is the number 1. The number 1 tells us about one thing.”

Tell the child: “Today we will play, move, count, and make the number 1.”

Body: Learn and Practice

Part 1: I Do — Watch Me Count One

Suggested time: 5 minutes

Place several objects in front of the child. Slowly pick up one object.

Say: “I will count just one object. One.”

Place the object in a separate space.

Say: “I have one block. I stopped because I only need one.”

Point to the numeral 1.

Say: “This number is 1. It matches one block.”

Repeat with one different object, such as one car or one button.

Quick Check: Hold up two groups: one object in one group and several objects in the other.

Ask, “Which group has one?” Let the child point or touch. Celebrate the effort and gently guide as needed.

Part 2: We Do — Find One Together

Suggested time: 8 minutes

Place safe objects around the room or on a table.

Say: “Let’s go on a one hunt. We will find one thing at a time.”

Give simple directions:

1. “Find one block.”
2. “Find one crayon.”
3. “Find one soft toy.”

Each time the child brings an object, count it together by touching it once.

Say: “Touch and count: one!”

Use a think-pair-share style conversation, adapted for one child:

• Think: “Look around and think of one thing you can find.”
• Share: “Tell me what your one thing is.”
• Show: “Show me your one thing.”

Choice: Let the child choose whether to find one toy, one book, or one art supply.

Part 3: Movement Game — One, Two, Freeze!

Suggested time: 5 minutes

Invite the child to stand in a safe open space.

Say: “When I say ‘one,’ do one movement.”

Try these actions:

• One jump
• One clap
• One turn
• One stomp
• One big stretch

After each movement, ask, “How many did you do?” Help the child answer, “One!”

For a playful challenge, sometimes say “freeze.” The child can stop and show one finger.

Part 4: We Do — Make the Number 1

Suggested time: 7 minutes

Draw a large numeral 1 on paper or a whiteboard.

Say: “Watch the line go down. This is how we make a 1.”

Trace the number with your finger while saying, “Down to make 1.”

Invite the child to trace the large number with:

• A finger
• A crayon
• A toy car
• A finger dipped in a small amount of washable paint, if available

Make one large number 1 together. The child may decorate it with one sticker, one dot, or one small drawing.

Say: “You made a 1. You used one sticker. One!”

Part 5: You Do — Show Me One

Suggested time: 8 minutes

Give the child a small group of objects.

Ask the child to complete each task:

1. “Give me one block.”
2. “Put one crayon on the paper.”
3. “Circle the number 1.”
4. “Draw one dot.”
5. “Show me one finger.”

Allow the child to choose one final task:

• Build a tower with one block.
• Draw one favorite animal.
• Find one item that is blue.
• Bring one book to read.

Give specific feedback:

• “You gave me exactly one block.”
• “You pointed to the number 1.”
• “You counted carefully by touching one object.”

Real-World Connection

Show how the number 1 appears in daily life.

Ask:

• “How many noses do you have?”
• “How many heads do you have?”
• “Can you bring me one spoon?”
• “Can you put one napkin beside your place?”

Say: “We use the idea of one every day.”

Assessment

Formative Assessment

Check understanding during the lesson by observing whether the child can:

• Point to the numeral 1.
• Give one object when asked.
• Count one object correctly.
• Show one finger.
• Follow a one-movement direction.

Summative Demonstration

At the end, place three groups in front of the child:

• A group with no objects
• A group with one object
• A group with several objects

Ask:

1. “Which group has one?”
2. “Can you give me one object?”
3. “Can you find the number 1?”
4. “Can you try to draw a 1?”

Do not require perfect handwriting. Accept tracing, copying, or an attempt that shows the child understands the shape.

Differentiation and Support

For a Child Who Needs More Support

• Use only two choices: one object and many objects.
• Use large, colorful objects that are easy to see and touch.
• Guide the child’s hand while counting one object.
• Use repeated language: “One means just one.”
• Practice pointing to and tracing the numeral 1 without expecting independent writing.

For a Child Ready for More Challenge

• Ask the child to find one object of a certain color or shape.
• Invite the child to compare one object with a group of two or three objects.
• Ask the child to draw one person, one flower, or one animal.
• Look for the number 1 in a book, calendar, clock, or food package.
• Invite the child to make a “number 1” page with one drawing and one written numeral.

Conclusion: Tell Me About Number 1

Suggested time: 3 minutes

Hold up the numeral 1 and one object.

Ask:

• “What number is this?”
• “How many objects do I have?”
• “Can you show me one finger?”

Invite the child to complete this sentence:

“One means ______.”

Help if needed: “One means just one thing.”

Final recap: “Today we learned that the number 1 means one. We found one thing, moved one time, counted one object, and made the number 1.”

Optional Follow-Up Activity

During the day, invite the child to look for “one”:

• One shoe
• One cup
• One leaf
• One book
• One stuffed animal

Each time, say together: “One!”