Fun With the Number 1

Materials Needed

• Large paper or a whiteboard
• Marker or crayon
• One small toy or household object
• Several safe objects for counting, such as blocks, buttons, or toy animals
• Play dough or clay
• Paper and crayons
• Optional: music for a movement game

Learning Objectives

By the end of the lesson, the child will be able to:

• Recognize the numeral 1.
• Say the number word one.
• Count one object accurately.
• Trace or make a simple number 1.
• Find examples of “one” in everyday life.

Success Criteria

The child is successful when they can:

• Point to the number 1 when asked.
• Give you one object.
• Say, “This is one.”
• Make a recognizable number 1 with a crayon, finger, or play dough.

Introduction: What Is One?

Time: 5 minutes

Hold up one favorite toy and say:

“Look! I have one toy. One means just one. Can you hold up one finger?”

Invite the child to hold up one finger. Say the number slowly and clearly:

“One. This is the number 1.”

Ask:

• “How many toys am I holding?”
• “Can you show me one finger?”
• “Can you find one thing near you?”

Tell the child: “Today we will learn about the number 1, find one thing, count one thing, and make the number 1.”

Body of the Lesson

1. I Do: See and Hear the Number 1

Time: 5 minutes

Write a large 1 on paper or a whiteboard. Point to it and say:

“This is the number 1. We say one.”

Show one object next to the numeral. Say:

“The number 1 tells us there is one object.”

Trace the number in the air with your finger while saying:

“Down we go to make a 1.”

Model counting one object:

1. Touch the object.
2. Say, “One.”
3. Stop counting.

Quick check: Ask, “How many objects are here?” Show one object and wait for the child to answer or point to one finger.

2. We Do: Find One

Time: 8 minutes

Place a few groups of objects nearby. Some groups should have one object, and some should have more than one.

Say:

“Let’s find the group that has one object. We will touch and count carefully.”

Work together:

1. Look at one group.
2. Touch each object.
3. Count slowly.
4. Decide whether the group has one object.

Repeat with several groups. Ask the child to give you one item at a time.

Think-and-share questions:

• “Which group has one?”
• “How do you know?”
• “Can you give me one block?”
• “What is one thing you like?”

Movement option: Call out an action and the number of times to do it: “Do one jump!” “Clap one time!” “Touch one toe!”

3. We Do: Make the Number 1

Time: 8 minutes

Model making a number 1 with play dough. Roll one long piece and place it upright. Add a small slanted piece at the top if desired.

Say:

“I am making a 1. It has one long line.”

Invite the child to make a number 1 using one of these choices:

• Build it with play dough.
• Draw it with a crayon.
• Trace it with a finger in the air.
• Trace it in a tray of rice or flour, if available.

Give specific feedback:

• “You started at the top and moved down.”
• “I see your number 1.”
• “You worked carefully.”

4. You Do: Number 1 Treasure Hunt

Time: 8–10 minutes

Invite the child to find things around the home that come in groups of one.

Say:

“Let’s go on a number 1 hunt. Find one safe thing. Bring it back or point to it.”

Possible examples include:

• One shoe
• One book
• One spoon
• One stuffed animal
• One pillow

For each item, ask the child to touch it and say:

“One ______.”

Allow the child to choose what to find. Celebrate each discovery without requiring perfect speech or writing.

5. Creative Activity: One Big Number 1

Time: 10 minutes

Draw a large number 1 on paper. Invite the child to decorate it with one chosen material, such as crayons, stickers, or small paper pieces.

Give the child a choice:

• Decorate the number 1.
• Draw one favorite thing beside the number 1.
• Make a picture of one animal, one person, or one toy.

Talk about the picture using simple sentences:

“I see one cat.”

“You drew one sun.”

Formative Assessment

Check understanding throughout the lesson by asking the child to:

• Point to the numeral 1.
• Show one finger.
• Give you one object.
• Choose a group containing one object.
• Say “one” or use a gesture to show one.

If the child gives more than one object, gently say:

“Let’s try again. We need one. Take away the extras. How many are left?”

Summative Assessment: Show Me One

At the end of the lesson, place several objects in front of the child and ask them to complete these tasks:

1. “Point to the number 1.”
2. “Give me one object.”
3. “Show me one finger.”
4. “Make a number 1 with your finger, crayon, or play dough.”
5. “Tell me something you can have one of.”

Record the child’s responses informally. A correct point, gesture, spoken answer, or modeled action can demonstrate understanding.

Differentiation and Support

For a Child Who Needs More Support

• Use only one object and one group with more than one object at a time.
• Use hand-over-hand guidance only when needed and gradually reduce help.
• Repeat the words “one” and “number 1” often.
• Let the child answer by pointing, moving an object, or holding up one finger.
• Practice for shorter periods with movement breaks.

For a Child Ready for More Challenge

• Ask the child to find the numeral 1 in books, signs, or labels.
• Invite the child to compare one object with a group of two or three objects.
• Ask, “What happens if I add one more?”
• Have the child draw several pictures, each showing one object.
• Invite the child to teach a toy how to find one.

Conclusion and Recap

Time: 3–5 minutes

Gather the materials and review the lesson together. Ask:

• “What number did we learn today?”
• “Can you show me one finger?”
• “Can you find one object?”
• “How do we make the number 1?”

Say:

“Today we learned that 1 means one. We found one object, counted one object, and made the number 1.”

End with a short chant:

“One finger up, one clap too! Number 1 is fun to do!”

Optional Follow-Up

During the day, look for the number 1 on a clock, book page, package, calendar, or house number. Each time the child sees it, invite them to say, “That is number 1!”