Fun With the Number 1
Materials Needed
- Number cards or a piece of paper with the number 1
- One favorite toy
- Small objects such as blocks, buttons, or toy animals
- Crayons or washable markers
- Paper
- Play dough or clay
- Optional: a short counting song
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the number 1.
- Say the number word “one.”
- Count one object correctly.
- Trace or make the shape of the number 1.
- Find one item in everyday life.
Success Looks Like
- “I can show you one thing.”
- “I can say one.”
- “I can find the number 1.”
- “I can try to write or build a 1.”
Introduction: One Special Thing
Time: 5 minutes
Hide one favorite toy behind your back. Say:
“I have something special. How many toys do I have? Let’s look!”
Show the toy and say:
“I have one toy. One means just one.”
Invite the child to repeat:
“One toy.”
Show the number card or write the number 1. Say:
“This is the number 1. It tells us that we have one thing.”
Body of the Lesson
I Do: Learn About One
Time: 5 minutes
- Place one block on the table.
- Point to it and count slowly: “One.”
- Show one finger and say: “One finger.”
- Point to the number 1 and say: “This is 1. We say one.”
- Draw a large number 1 in the air with your finger.
Use a simple movement rhyme:
“One little clap: clap!
One little jump: jump!
One little wave: wave!
Number 1 is fun!”
We Do: Find One
Time: 10 minutes
Place several groups of objects nearby. For example, place one block in one group, two blocks in another group, and three blocks in a third group.
Say:
“Let’s find the group with one block.”
Help the child touch and count the objects. Ask:
- “Which group has one?”
- “Can you give me one block?”
- “Can you show me one finger?”
- “Can you find one toy?”
Play a quick “One Hunt.” Walk around the room and take turns finding one item. The child might find one spoon, one shoe, one book, or one stuffed animal.
After each discovery, say together:
“We found one!”
Hands-On Activity: Make the Number 1
Time: 10 minutes
Let the child choose one way to make a number 1:
- Crayon: Trace a large dotted number 1.
- Play dough: Roll one long piece and bend it into the shape of 1.
- Blocks: Build a tall tower with one block on top of another, then place a number 1 card beside it.
- Finger paint: Draw a large number 1 using one finger.
- Air writing: Draw a 1 in the air with one finger.
Use simple directions:
“Start at the top. Go down. Now you made a 1!”
We Do: One or More Than One?
Time: 5 minutes
Show the child one object, then show two or three objects. Ask:
- “Is this one?”
- “Is this more than one?”
Invite the child to give a thumbs-up when there is one object. Keep the activity playful and use familiar items such as snacks, toys, or socks.
You Do: Show Me One
Time: 5 minutes
Give the child several objects and say:
“Please choose one object and put it in the basket.”
Repeat with different directions:
- “Bring me one toy.”
- “Put one block on the table.”
- “Draw one circle.”
- “Find one thing that is blue.”
Give specific encouragement:
“You counted carefully. You gave me one block.”
Real-World Connection
Look for the number 1 during the day. The child can search for a number 1 on a clock, book page, calendar, food package, or house number.
Say:
“Numbers help us know how many. The number 1 tells us there is one.”
Formative Assessment: Quick Checks
Ask the child to:
- Show one finger.
- Give you one object.
- Point to the number 1.
- Say the word “one.”
- Tell whether a group has one object or more than one.
If the child is unsure, model the answer and try again together.
Summative Assessment: Number 1 Challenge
Invite the child to complete this short challenge:
- Find the number 1 from two or three number cards.
- Place one object beside the number 1.
- Say, “One.”
- Trace or make a number 1.
Successful completion: The child completes most steps with little or moderate help.
Conclusion: Tell What We Learned
Time: 5 minutes
Hold up the number 1 and ask:
- “What number is this?”
- “How many is one?”
- “Can you show me one finger?”
- “Can you name one thing you see?”
Say together:
“Today we learned about 1. One means just one. We can find one, count one, and make the number 1.”
Finish with one clap, one jump, and one big wave.
Differentiation and Support
- For extra support: Use only one object and one number card at a time. Guide the child’s finger as they count.
- For visual learners: Use bright objects, large number cards, and clear demonstrations.
- For active learners: Search for one item, take one jump, or touch one object.
- For language support: Repeat “one,” “number 1,” and “one object” often. Accept pointing or showing one finger as a response.
- For an extra challenge: Ask the child to find the number 1 in a book or write a 1 without tracing.
Optional Follow-Up Activities
- Put one snack on a plate and count it together.
- Read a book and look for one animal on a page.
- Make a “Number 1” collage using one sticker, one leaf, or one piece of paper.
- Sing a counting song and pause when you reach one.