Fun with the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon, marker, or pencil
- Small objects such as blocks, buttons, toy animals, or snack pieces
- Paper with several large number 1s
- Play dough or clay
- Optional: music for a counting song
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the number 1.
- Say the number 1.
- Count one object accurately.
- Trace or make a number 1.
- Find examples of “one” in everyday life.
Success Criteria
The child is successful when they can:
- Point to the number 1 when shown several numbers.
- Give one object when asked.
- Count “one” while touching one object.
- Trace or create a recognizable number 1.
Introduction: “One Special Thing” Hook
Time: 5 minutes
Hold up one favorite toy or one object.
Say: “Look! I have one toy. One means just one. Today we are going to be number detectives and look for the number 1 and things that come in ones.”
Talk Together
- Ask: “Can you show me one finger?”
- Ask: “Can you find one toy near you?”
- Invite the child to say, “One!” in a quiet voice, loud voice, and silly voice.
Body of the Lesson
I Do: Teacher or Parent Models
Time: 5 minutes
- Write a large number 1 on paper or a whiteboard.
- Say: “This is the number 1. It tells us there is one thing.”
- Place one block beside the number 1.
- Touch the block and count slowly: “One.”
- Model writing the number: “Start at the top, go down, and make a little line at the bottom.”
Quick Check: Ask, “How many blocks do I have?” Encourage the child to answer, “One.”
We Do: Find One
Time: 8 minutes
Work together to complete each activity.
Activity 1: One-Object Hunt
- Choose a safe area of the home.
- Say, “Find one red thing,” or “Find one soft thing.”
- Let the child bring one object.
- Count it together by touching it once: “One.”
Activity 2: Number 1 Movement Game
Give one-step directions:
- “Do one jump.”
- “Clap one time.”
- “Take one big step.”
- “Spin one time.”
After each movement, ask, “How many did you do?”
Activity 3: Match One
Place the number 1 on the table with groups of objects: one block, two blocks, and three blocks. Help the child match the number 1 with the group containing one object.
Transition: Say, “We found one, moved one time, and matched one. Now you get to show what you know!”
You Do: Number 1 Stations
Time: 10–15 minutes
Let the child choose which activity to do first.
Choice A: Build the Number 1
Use play dough to roll and shape a number 1. The child may decorate it with one button or one small block.
Choice B: Trace the Number 1
Give the child paper with large number 1s. Have the child trace the numbers with a finger, crayon, or marker.
Choice C: Make One
Ask the child to draw one sun, one flower, one house, or one favorite toy. Encourage the child to tell you what they drew.
Choice D: Number 1 Search
Look around the home for the number 1 on a book, clock, calendar, package, or toy. Each time the child finds it, say, “You found the number 1!”
Formative Assessment: Show Me One
Time: 3 minutes
Give the child simple challenges:
- “Show me one finger.”
- “Give me one block.”
- “Point to the number 1.”
- “Circle one object.”
- “Make one clap.”
Give specific feedback, such as: “You touched just one block. You counted carefully.”
Real-World Connection
Invite the child to notice “one” during the day:
- One toothbrush
- One nose
- One favorite cup
- One book to read
- One shoe placed by the door
Say: “Numbers help us talk about how many things we have.”
Conclusion and Recap
Time: 5 minutes
Hold up the number 1 and ask:
- “What number is this?”
- “How many things does 1 mean?”
- “Can you show me one finger?”
- “What is one thing you found today?”
Finish with a short chant:
“One, one, number one! One small number, lots of fun!”
Summative Assessment
Ask the child to complete this mini-demonstration independently:
- Point to the number 1 among three different numbers.
- Place one object beside the number 1.
- Say the word “one.”
- Trace or draw a number 1.
- Draw or find one object.
Record which tasks the child completes independently and which tasks need more practice.
Differentiation and Support
For a Child Who Needs More Support
- Use only the number 1 and one other number at first.
- Use large objects that are easy to touch and move.
- Guide the child’s hand while counting one object.
- Repeat the same language: “One means just one.”
- Allow pointing, showing fingers, or signing instead of speaking.
For a Child Ready for More
- Ask the child to find the number 1 in a book or on a calendar.
- Invite the child to compare one object with a group of two or three.
- Ask the child to make a number 1 using sticks, blocks, or household objects.
- Have the child explain why a group has one object.
Optional Follow-Up Activities
- Read a counting book and look for pages showing one object.
- Put one sticker on each of several number 1s.
- Have one snack item and practice saying “one” before eating it.
- Sing a counting song that begins with one.
- Take a “number 1 walk” and look for the number 1 outside or in the neighborhood.
Teacher or Parent Reflection
- Could the child recognize the number 1?
- Could the child count one object without adding another?
- Which activity held the child’s interest most?
- What should be practiced next?