Fun with the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon or washable marker
• One small toy, block, or stuffed animal
• Number cards or a paper with the number 1
• Small collection of safe objects, such as blocks, buttons, or toy animals
• Play dough or modeling 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 that 1 means “one.”
• Count one object correctly.
• Trace or make the shape of the number 1.
• Find examples of one thing in everyday life.

Success Criteria

Success looks like this:

• “I can point to the number 1.”
• “I can give you one object.”
• “I can count one object: 1.”
• “I can make a number 1 with my finger, crayon, or play dough.”

Introduction: Meet Number 1

Hook: Hold up one favorite toy.

Say: “Look! I have one toy. One means just one. Today we are going to have fun with the number 1!”

Show the number card or write 1 on the paper. Invite the child to say:

“This is number one!”

Ask:

• “Can you show me one finger?”
• “Can you find one toy?”
• “What is one thing you see?”

Body of the Lesson

Part 1: I Do — Watch Me Count One

Place several objects in front of the child. Slowly choose only one object.

Say: “I am taking one block. Let’s count it: 1.”

Point to the block while saying “one.” Explain in simple language:

“When we have one, we have just one thing. Not two. Just one.”

Show examples:

• One nose
• One mouth
• One sun in the sky
• One favorite toy

Quick check: Hold up one object and then two objects. Ask, “Which group has one?”

Part 2: We Do — Find One

Place several groups of objects on the floor or table. Make groups containing one, two, and three objects.

Say: “Let’s find the group with one object together.”

1. Look at each group.
2. Touch each object.
3. Count slowly.
4. Point to the group with only one object.

Repeat with different objects, such as one block, one toy animal, and one crayon.

Think-and-share: Ask the child to find one object in the room. Celebrate each answer with: “Yes! You found one!”

Part 3: Number 1 Movement Game

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

• One jump
• One clap
• One stomp
• One twirl
• One big stretch

Give directions one at a time. For example: “Do one clap.” Count together: “1!”

Then invite the child to choose one movement for the adult to copy. This gives the child a chance to lead.

Part 4: I Do — Make the Number 1

Draw a large number 1 while talking through the steps:

1. “Start at the top.”
2. “Make a little slant.”
3. “Go straight down.”

Say: “Number 1 looks like a straight line with a little top.”

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

Part 5: We Do — Trace and Build 1

Invite the child to try the number in different ways:

• Trace a large number 1 with a finger.
• Draw a number 1 with a crayon.
• Make a number 1 with play dough.
• Walk along a number 1 drawn on the floor.
• Build a number 1 using blocks or craft sticks.

Give specific feedback, such as: “You started at the top and went down. That looks like a number 1!”

Part 6: You Do — Number 1 Hunt

Say: “Now you are the number detective! Let’s find number 1 and things that come in ones.”

Invite the child to look around the home for:

• A written number 1
• One shoe
• One book
• One spoon
• One toy
• One person or pet

Each time the child finds something, ask, “How many?” Encourage the answer, “One!”

Optional Creative Choice

Let the child choose one activity:

• Decorate a large number 1 with stickers.
• Paint one big number 1.
• Make a “One” collage by gluing one picture of a favorite thing.
• Draw one sun, one flower, or one animal.

Formative Assessment

Check understanding during the activities by asking the child to:

• Point to the number 1 among two or three number cards.
• Give the adult one object.
• Count one object aloud.
• Show one finger.
• Identify which group has one object.
• Trace or build the number 1.

Summative Assessment: Show What You Know

Give the child a small basket of objects and a number card showing 1. Ask the child to:

1. Find the number 1.
2. Put one object beside the card.
3. Count the object aloud.
4. Draw or build a number 1.
5. Tell one example of something found in a group of one.

Celebrate effort and say: “You know so much about number 1! One means just one.”

Differentiation and Support

For a Child Who Needs More Support

• Use only one object and one number card at a time.
• Guide the child’s hand while tracing.
• Use large objects that are easy to see and touch.
• Repeat the phrase: “One means just one.”
• Allow pointing, showing fingers, or choosing instead of speaking.

For a Child Ready for More

• Ask the child to compare one object with a group of two or three.
• Invite the child to write the number 1 independently.
• Ask the child to find three different groups of one around the home.
• Have the child make a simple book with one object on each page.
• Ask, “What happens if we add one more?” and introduce the idea that one plus one makes two.

Conclusion: Tell What We Learned

Hold up the number card again and ask:

• “What number is this?”
• “What does one mean?”
• “Can you show me one finger?”
• “Can you find one thing?”

Recap together:

“Today we learned about number 1. One means just one. We counted one object, found one thing, and made the number 1.”

Finish with one clap and say: “Hooray for number 1!”