Fun With the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon or washable marker
- Number cards or a paper card with the number 1
- One favorite toy, such as a teddy bear or small car
- Small objects to count, such as blocks, buttons, or cereal pieces
- Play dough or modeling clay
- Paper and stickers
- Optional: a short counting song or music
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the number 1.
- Say the number 1.
- Show one object when asked.
- Trace or make the shape of the number 1.
- Explain that “one” means a single object.
Success Criteria
Success looks like this:
- “I can find the number 1.”
- “I can give you one thing.”
- “I can make a number 1.”
- “I know that one means not more than one.”
Introduction: Meet the Number 1
Hook
Hold up one favorite toy and say:
“Look! I have one teddy bear. Can you hold up one finger?”
Invite the child to hold up one finger. Count slowly together:
“One! We have one finger up.”
Tell the Learner What They Will Learn
Say:
“Today we will learn about the number 1. We will find it, count one thing, make it, and play a number game.”
Body: Learn and Practice
1. I Do: Show the Number 1
Show the child a large number 1.
Say:
“This is the number 1. We say one. The number 1 tells us about one thing.”
Point to one object and model counting:
“One block. I touched one block, so I say one.”
Trace the number 1 in the air while saying:
“Start at the top. Go down. That makes 1.”
Quick Check
Ask:
- “What number is this?”
- “Can you show me one finger?”
- “Can you find one toy?”
Celebrate effort with specific feedback, such as:
“You found one toy. You counted carefully!”
2. We Do: Find One
Place a small group of objects nearby. Ask the child to choose one object.
Try these prompts:
- “Please give me one block.”
- “Put one button in the cup.”
- “Can you find one red object?”
- “Give your teddy bear one snack.”
Count each object together by touching it once:
“One. We have one.”
Think-Pair-Share Variation
For homeschool, the adult can be the partner. For a group, children can share with a partner.
- Think: “Find one object near you.”
- Share: “Tell your partner what you found.”
- Show: Hold up the object and say, “I found one ____.”
3. We Do: Number 1 Movement Game
Say an action and have the child do it exactly one time.
- “Clap one time.”
- “Jump one time.”
- “Spin one time.”
- “Tap your knees one time.”
- “Give one high-five.”
After each action, say:
“You did it one time!”
4. You Do: Make the Number 1
Let the child choose one way to make a number 1:
- Trace a large number 1 with a crayon.
- Build a number 1 with play dough.
- Make a number 1 with blocks.
- Draw a number 1 in the air.
- Place stickers along a large number 1.
Give simple directions:
“Start at the top. Move your crayon down. You made 1!”
5. Real-World Practice: One for Me
Use a familiar daily activity, such as snack time or setting the table.
Ask the child to help:
- “Put one plate on the table.”
- “Choose one cup.”
- “Take one cracker.”
- “Give one napkin to your teddy bear.”
Explain:
“We use numbers every day. One helps us know how many we need.”
6. Optional Number 1 Song
Sing to a familiar tune:
“One little finger, point up high.
One little finger, touch the sky.
Point it down and touch your shoe.
One little finger says, ‘I’m one too!’”
Formative Assessment
Check understanding during the activities by asking the child to:
- Point to the number 1 among two or three number cards.
- Give you one object.
- Show one finger.
- Clap one time.
- Trace or make the number 1.
If the child gives more than one object, gently say:
“Let’s try again. We need only one. Touch one object and say one.”
Summative Assessment: Number 1 Challenge
Invite the child to complete this short challenge independently:
- Find the number 1.
- Show one finger.
- Place one object in a bowl.
- Make or trace the number 1.
- Tell an adult what “one” means.
Expected response: “One means just one thing.”
Differentiation and Support
For a Child Who Needs More Support
- Use only two choices, such as 1 and 2.
- Use large objects that are easy to see and touch.
- Guide the child’s hand while tracing.
- Repeat the same language: “One means one thing.”
- Practice for a few minutes at a time instead of completing everything at once.
For a Child Ready for More
- Ask the child to find the number 1 in a book or around the house.
- Ask, “Can you draw one flower, one house, or one star?”
- Compare one and more than one.
- Invite the child to make a collection containing exactly one item.
- Ask the child to explain how they know there is one object.
Choice and Creativity
Let the child choose one final activity:
- Make a “Number 1” poster with one sticker.
- Build one tower with blocks.
- Draw one favorite animal.
- Take a “one” hunt and photograph or sketch one object from each room.
- Make a snack with one selected topping.
Conclusion: Review and Recap
Gather the materials and ask:
- “What number did we learn?”
- “Can you show me one finger?”
- “Can you give me one object?”
- “How do we make the number 1?”
Recap together:
“Today we learned that 1 means one thing. We found the number 1, counted one object, moved one time, and made the number 1.”
Reflection
Ask the child:
“What was your favorite way to learn about one?”
Record or draw the child’s answer for a simple learning memory.