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 household objects, such as spoons, socks, or cups
- Number 1 written on a piece of paper
- 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.
- Show that “one” means a single object.
- Trace or draw the number 1 with support.
- Use the word “one” in a sentence.
Success Criteria
Success looks like this:
- “I can find the number 1.”
- “I can give you one object.”
- “I can count one object.”
- “I can try to make the number 1.”
Introduction: One Special Thing
Time: 5 minutes
Place one toy in front of the child.
Say: “Look! I have one toy. One means just one. Can you say ‘one’?”
Ask:
- “How many toys do you see?”
- “Can you touch the one toy?”
- “Can you hold up one finger?”
Show the numeral 1 and say: “This is the number 1. It tells us there is one thing.”
Body: I Do, We Do, You Do
I Do: Meet the Number 1
Time: 5 minutes
Draw a large number 1 while speaking aloud:
“I start at the top. I make a straight line down. This is number 1.”
Trace the number 1 with your finger. Invite the child to watch, listen, and copy the movement in the air.
Show one object and then several objects. Say:
- “This is one block.”
- “Here are two blocks. That is more than one.”
Quick check: Hold up either one object or a small group of objects. Ask, “Do you see one?”
We Do: Find One
Time: 10 minutes
Place several groups of objects nearby. Each group should contain a different number of objects.
Say: “Let’s find the group with one thing. Point to it.”
Practice with household objects:
- “Please give me one spoon.”
- “Please find one sock.”
- “Please bring me one block.”
After each choice, count together: “One!”
Think and talk: Ask, “What is one thing you can see in this room?” Accept answers such as “one chair,” “one table,” or “one window.”
Movement Game: One, Stop!
Time: 5 minutes
Play music or clap a simple rhythm. Invite the child to move. When the music stops, give a one-action direction:
- “Jump one time.”
- “Clap one time.”
- “Turn around one time.”
- “Touch one toe.”
Count the action aloud together. Keep the game playful and allow the child to choose one movement to lead.
We Do: Make the Number 1
Time: 5 minutes
Use a finger to trace the large number 1. Then invite the child to trace it.
Say: “Start at the top. Move your finger straight down.”
Try one or more of these options:
- Trace the number 1 on paper.
- Draw the number 1 in the air.
- Make the number 1 with a finger, craft stick, or block.
- Draw one large number 1 using a crayon.
You Do: Number 1 Treasure Hunt
Time: 10 minutes
Give the child the paper showing the number 1. Search together for things that come in groups of one.
Possible discoveries include:
- One front door
- One refrigerator
- One favorite stuffed animal
- One nose
- One sun in a drawing
Each time the child finds something, say: “You found one ____!”
Let the child choose one item to draw. Help them add the numeral 1 beside the drawing.
Real-World Connection
Explain: “We use the number 1 when we talk about one cup, one shoe, one person, or one pet. Numbers help us tell how many things we have.”
During a snack or routine, ask the child to help:
- “Please get one napkin.”
- “Please choose one snack.”
- “Please put one cup on the table.”
Assessment
Formative Assessment
Notice whether the child can:
- Point to the numeral 1.
- Choose one object from a group.
- Count one object correctly.
- Follow a direction involving one action.
Offer gentle feedback:
- “You chose just one block. Great counting!”
- “Let’s touch the objects as we count.”
- “You started your number at the top. Nice try!”
Summative Demonstration
Ask the child to complete these four tasks:
- Point to the number 1.
- Give you one object.
- Hold up one finger.
- Trace or draw the number 1.
Differentiation and Choice
For Extra Support
- Use only one object and a small group of objects at first.
- Guide the child’s hand while tracing.
- Repeat the words “one” and “number 1” often.
- Use large objects that are easy to see and touch.
For an Extra Challenge
- Ask the child to find three different things that come in groups of one.
- Invite the child to draw one object beside the numeral 1.
- Ask, “What would happen if we added one more?”
- Practice finding the number 1 in a book, calendar, or child-safe digital game.
Conclusion: Tell What We Learned
Time: 5 minutes
Hold up the numeral 1 and ask:
- “What number is this?”
- “What does one mean?”
- “Can you show me one finger?”
- “What is one thing you enjoyed doing today?”
Say together:
“One means just one. This is the number 1. I can find one, count one, and make the number 1.”
Optional Follow-Up Activities
- Read a picture book that features one animal or one main character.
- Make a snack plate with one item of each chosen food.
- Place one sticker on each page of a small booklet.
- Sing a counting song and pause when you reach one.