Fun With the Number 1

Materials Needed

• Large paper or a whiteboard
• Marker or crayon
• Number cards, including the number 1
• Small objects such as blocks, toy animals, buttons, or pom-poms
• Paper and crayons
• Play dough or modeling clay
• One small snack, such as a cracker or fruit piece

Learning Objectives

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

• Recognize the numeral 1.
• Say that 1 means “one.”
• Count one object correctly.
• Trace or make the numeral 1.
• Find examples of one item in the real world.

Success Criteria

“I know I can do it when I can…”

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

Introduction: Meet the Number 1

Hook

Show the child one favorite toy or one snack.

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

Talk Together

Ask:

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

Accept pointing, speaking, or showing an object as an answer.

Body of the Lesson

Part 1: I Do—See and Say the Number 1

Draw or display a large numeral 1.

Say: “This is the number 1. We say, ‘one.’ One means just one thing.”

Place one block beside the numeral.

Say slowly: “One block. The number 1 tells us there is one block.”

Show a few examples:

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

Quick check: Hold up one object and ask, “How many?” Encourage the child to answer, “One!”

Part 2: We Do—Count One Object

Place several objects in front of the child.

Say: “Let’s give the number 1 just one friend.”

1. Ask the child to choose one object.
2. Have the child move it to an empty space.
3. Touch the object and count: “One.”
4. Place the number card 1 next to it.

Repeat with different objects, such as one block, one animal, or one pom-pom.

Movement Game: “Find One!”

Say: “When I say go, find one thing and bring it to me.”

Give the child choices:

• Find one soft thing.
• Find one red thing.
• Find one toy.
• Find one thing that makes a sound.

After each turn, ask, “How many did you bring?” Help the child count the single object.

Part 3: We Do—Make the Number 1

Model how to write the numeral 1:

1. “Start at the top.”
2. “Go down.”
3. “Now we made a 1!”

Invite the child to:

• Trace a large number 1 with a finger.
• Trace it with a crayon.
• Make a 1 using play dough.
• Draw one line to make a 1.

Encouraging feedback: Say, “You started at the top and made one straight line. That looks like a 1!”

Part 4: You Do—Number 1 Hunt

Give the child the number card 1.

Ask the child to look around the room and find three examples of “one.” For example:

• One chair
• One lamp
• One book

Each time the child finds something, ask:

“What did you find?” and “How many are there?”

Creative Activity: One-Item Picture

Invite the child to choose one thing to draw, such as one sun, one flower, or one balloon.

1. Ask, “What one thing will you draw?”
2. Let the child draw and color it.
3. Help the child write or trace the number 1 beside the picture.
4. Have the child say, “I drew one ___.”

Formative Assessment: Quick Checks

Use these questions throughout the lesson:

• “Which card shows the number 1?”
• “Can you give me one block?”
• “How many objects are here?” Place one object in front of the child.
• “Show me one finger.”
• “Can you make a 1?”

If the child is unsure, model the answer and invite another try. Keep the tone playful and encouraging.

Summative Assessment: Show What You Know

Place two or three number cards in front of the child, including the number 1. Ask the child to:

1. Point to the number 1.
2. Place one object beside it.
3. Say, “One.”
4. Make a number 1 using a crayon, finger, or play dough.

Suggested result: The child meets the lesson goal by correctly completing at least three of the four tasks, with help as needed.

Conclusion: One More Look

Hold up the number 1 and say:

“Today we learned that this is the number 1. The number 1 means one thing.”

Invite the child to complete these sentences:

• “The number 1 means ____.”
• “I can show one with my ____.”
• “One thing I found was ____.”

Finish with a short chant while holding up one finger:

“One, one, number one! Learning numbers is fun!”

Differentiation and Adaptations

For Extra Support

• Use only one object at a time.
• Guide the child’s hand as they point and count.
• Use a large number 1 with raised glue, yarn, or play dough for touch tracing.
• Repeat the words “one” and “number 1” often.

For an Extra Challenge

• Ask the child to sort a group of objects and choose only one.
• Invite the child to find the number 1 in a book, calendar, or clock.
• Ask, “What would happen if we added one more?”
• Have the child make a page showing one item in several different ways.

Optional Real-World Extension

During the day, look for the number 1 on doors, books, clocks, signs, or pages. Each time the child spots it, say, “You found the number 1!”