Fun with the Number 1
Materials Needed
- One favorite toy or stuffed animal
- Large paper or a whiteboard
- Crayon, marker, or pencil
- Number cards, including the number 1
- Small objects such as blocks, buttons, or toy animals
- Play dough or modeling clay
- Optional: music for a movement game
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the numeral 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
“I can…”
- “I can find the number 1.”
- “I can show one thing.”
- “I can say one.”
- “I can make a number 1.”
Introduction: Meet One
Time: 5 minutes
Hold up one favorite toy and say:
“Look! I have one teddy bear. One means just one. Can you say, ‘one’?”
Invite the child to repeat the word and hold up one finger.
Ask:
- “How many toys am I holding?”
- “Can you show me one finger?”
- “Can you find one toy near you?”
Tell the child:
“Today we are going to play, count, and learn about the number 1.”
Body: I Do, We Do, You Do
1. I Do: Show and Count One
Time: 5 minutes
Place one object on the table. Touch it while counting slowly:
“One. There is one block.”
Show the numeral 1 and say:
“This is the number 1. The number 1 tells us there is one.”
Trace the number in the air with your finger. Say:
“Start at the top. Go down. This makes a 1.”
2. We Do: Find One
Time: 5 minutes
Place a small group of objects nearby. Ask the child to choose one object.
Guide the child by saying:
“Pick one. Just one. Let’s count it together: one.”
Repeat with different objects, such as:
- One block
- One toy animal
- One crayon
- One spoon
Use a quick check:
“Can you give me one block?”
If the child gives more than one, gently say:
“Let’s count. One, two. We need just one. Please give me one block.”
3. We Do: Number 1 Movement Game
Time: 5 minutes
Give simple directions. The child does each action one time:
- “Do one jump.”
- “Clap one time.”
- “Turn around one time.”
- “Touch one toe.”
After each action, ask:
“How many times did you jump?”
Encourage the child to answer, “One!”
4. We Do: Make the Number 1
Time: 5–10 minutes
Use a finger to draw a large number 1 in the air. Then invite the child to copy you.
Next, offer one of these choices:
- Trace a large number 1 on paper.
- Make a number 1 with play dough.
- Build a number 1 with blocks.
- Draw a number 1 with a crayon.
Use simple language:
“Start at the top. Move your finger down. You made a 1!”
5. You Do: One-Object Hunt
Time: 5–10 minutes
Invite the child to find objects around the home. The child may choose a room or location.
Say:
“Find one safe thing. Bring me one thing, not two.”
When the child returns, count the object together and name it:
“You found one sock.”
Repeat two or three times. Let the child choose what to find.
6. You Do: Number 1 Matching Game
Time: 5 minutes
Place the number cards face up. Include the card showing 1 and a few other numerals.
Give the child one object and say:
“Put this one object next to the number that tells us one.”
Let the child choose a card. If needed, ask:
“Which card has the number 1?”
Celebrate correct answers with specific feedback:
“Yes! You matched one toy to the number 1.”
Creative Choice Activity
Time: 5–10 minutes
Let the child choose one activity:
- Draw One: Draw one sun, one flower, or one balloon.
- Build One: Build one tower with blocks.
- Act One: Pretend to be one animal.
- Find One: Find one item that is red, soft, or round.
Ask the child to describe the creation using a sentence:
“I made one ____.”
Formative Assessment: Quick Checks
During the lesson, ask the child to:
- Point to the number 1.
- Hold up one finger.
- Give you one object.
- Count one object.
- Trace the number 1 in the air.
Notice whether the child can complete each task independently, with a reminder, or with help.
Conclusion: Tell What We Learned
Time: 5 minutes
Place one object beside the number 1. Review by saying:
“Today we learned about one. One means just one. This is the number 1.”
Ask the child:
- “What number did we learn?”
- “Can you show me one finger?”
- “Can you bring me one toy?”
- “Can you make a number 1 in the air?”
End with a chant:
“One, one, number one! One little finger, learning is fun!”
Summative Assessment
Invite the child to complete this short demonstration:
- Find the numeral 1 from three number cards.
- Place one object beside it.
- Say, “One.”
- Trace or draw the number 1.
The child meets the lesson goal when they can complete most steps independently or with only a small reminder.
Differentiation and Support
- Use large objects that are easy to see and handle.
- Give only two number cards if choosing from several cards is difficult.
- Count slowly while touching the object once.
- Use hand-over-hand support for tracing if needed.
- Allow the child to answer by pointing, moving, speaking, or showing one finger.
- Keep activities short and include movement breaks.
Extension
For an extra challenge, invite the child to look for the number 1 in a book, on a clock, on a calendar, or on a package. Ask:
“Where did you find the number 1?”
Reflection for the Child
Ask:
“What was your favorite way to learn about one?”
Offer choices: “Did you like counting, moving, drawing, or finding one?”