Fun with the Number 1
Materials Needed
- One large paper with the number 1
- Small objects to count, such as blocks, buttons, or toy animals
- Paper and crayons
- Play dough or clay
- One favorite toy or stuffed animal
- Optional: music for a counting-and-movement game
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the number 1.
- Count one object correctly.
- Show one object when asked.
- Trace or make the shape of the number 1.
- Use the word “one” in a simple sentence.
Success Criteria
Success looks like this:
- “I can point to 1.”
- “I can give you one thing.”
- “I can count one object.”
- “I can make a number 1.”
Introduction: Meet the Number 1
Hook: Hold up one finger and say, “Look! I have one finger up. Can you show me one finger?”
Say:
“Today we are learning about the number 1. One means just one thing. One is not a big group. One is a single thing!”
Show the large number 1. Invite the child to look at it, trace it in the air, and say, “One!”
Body
I Do: Teacher or Adult Demonstration
Place one block on the table.
Say slowly:
“I see one block. I touch it one time and say, ‘One.’”
Point to the number 1 and connect it to the object:
“This number is 1. It tells us there is one block.”
Demonstrate making the number 1 with:
- Your finger in the air
- Your finger on the table
- Play dough
- A crayon on paper
Quick check: Ask, “How many blocks do you see?” Help the child answer, “One.”
We Do: Practice Together
Activity 1: Find One
Place several groups of objects nearby: one toy car, two blocks, and three buttons.
Say:
“Can you find the group with one thing?”
Let the child point to the group with one object. Celebrate the answer:
“You found one! One toy car.”
Repeat with different objects. Ask the child to place one item beside the number 1.
Activity 2: One-Finger Movement Game
Give movement directions using the number 1:
- Take one big jump.
- Clap one time.
- Spin one time.
- Touch one toe.
- Give one high-five.
After each action, ask, “How many times did we do it?” Encourage the answer, “One!”
Activity 3: One for the Toy
Place the favorite toy or stuffed animal in front of the child.
Say:
“Our toy is hungry. Can you give the toy one block, one pretend apple, or one spoonful?”
Let the child choose one object to give the toy. Ask:
“How many did you give the toy?”
Encourage the child to answer, “One.”
You Do: Child Practice
Activity 4: Make the Number 1
Invite the child to choose one way to make the 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.
Use simple directions:
“Start at the top. Go down. You made a 1!”
Activity 5: Number 1 Hunt
Look around the home together for the number 1. The child might find it on a clock, book, calendar, remote control, or package.
Each time the child finds a 1, ask:
“What number did you find?”
Let the child choose one place to look next.
Formative Assessment
Throughout the lesson, check learning by asking the child to:
- Point to the number 1.
- Show one finger.
- Give you one object.
- Count one object.
- Tell you how many objects are in a group of one.
If the child gives more than one object, gently say, “Let’s try again. We need one. Take just one.”
Summative Assessment: Show What You Know
Place three small groups of objects in front of the child. Make one group contain one object.
Ask the child to:
- Point to the group with one object.
- Give you one object.
- Point to the number 1.
- Make a number 1 in the air or with a crayon.
The child meets the goal when they complete most tasks with little or no help.
Differentiation and Support
- For extra support: Use only one object and one group at a time. Guide the child’s hand as needed.
- For visual learners: Use a large, colorful number 1 and show one object beside it.
- For active learners: Practice one jump, one clap, and one spin.
- For children ready for more: Ask them to find the number 1 in a book or write one on their own.
- For digital learning: Hold objects up to the camera and ask the child to show one finger or find the number 1 on the screen.
Conclusion and Recap
Show the number 1 again and ask:
- “What number is this?”
- “Can you show me one finger?”
- “Can you give me one block?”
Say:
“Today we learned that 1 means one thing. We found one, counted one, moved one time, and made the number 1!”
Optional Real-World Follow-Up
During the day, invite the child to find one item during everyday activities: one sock, one cup, one book, or one spoon. Each time, say together, “That is one!”