One Is Fun! Learning the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon or washable marker
- Number cards showing 1
- Small objects such as blocks, buttons, toy animals, or socks
- One favorite toy or stuffed animal
- Play dough or modeling clay
- Paper and crayons
- Optional: a short counting song or a digital number 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 correctly.
- Show one object when asked.
- Make or trace the numeral 1.
Success Criteria
“I know I can do it when I can:
- Point to the number 1.
- Give one object.
- Say, ‘One!’
- Make a number 1 with a finger, crayon, or play dough.
Introduction: One Special Thing
Time: 5 minutes
Place one favorite toy in front of the child.
Say:
“Look! I have one toy. One means just one. Can you show me one finger?”
Let the child hold up one finger. Celebrate the response with a high-five or a cheerful clap.
Ask:
- “How many toys do we see?”
- “Can you show me one finger?”
- “What is one thing you like?”
Tell the child:
“Today we will play with the number 1. We will find it, count one thing, and make it.”
Body: I Do, We Do, You Do
1. I Do: Meet the Number 1
Time: 5 minutes
Show a large number card with 1.
Say:
“This is the number 1. We say, ‘one.’ It looks like a straight line.”
Trace the number slowly with your finger while saying:
“Start at the top. Go straight down. One!”
Show one object next to the numeral 1.
Say:
“The number 1 tells us there is one object.”
Quick check: Ask the child to point to the number 1. If needed, place the number 1 beside other shapes or numbers and say, “Find one.”
2. We Do: Count One Object
Time: 7 minutes
Place several objects in a small group. Invite the child to choose one object.
Say:
“Let’s take one. Touch it and say, ‘One.’”
Repeat with different objects:
- One block
- One toy animal
- One button
- One crayon
Play “Give Me One.” Say:
“Can you give me one block?”
After the child gives one object, respond:
“You gave me one block. One!”
Think and talk: Ask, “Is this one?” while showing one object. Then show two objects and ask, “Is this one or more than one?” Keep the language simple and supportive.
3. We Do: Number 1 Movement Game
Time: 5 minutes
Invite the child to move in groups of one:
- Take one big jump.
- Clap one time.
- Spin one time.
- Tap one knee.
- Roar like a lion one time.
Say each direction clearly:
“Do one clap. Ready? Clap!”
After each action, ask:
“How many claps did you do?”
4. You Do: Find the Number 1
Time: 5 minutes
Place number cards or paper numbers around the room. Include several cards with the number 1 and a few other numbers or simple shapes.
Say:
“Can you find a number 1? Touch it when you find it.”
Give the child a choice of movement:
- Walk to the number.
- Crawl to the number.
- Hop to the number.
- Point to the number from a chair.
Each time the child finds a 1, ask them to say, “One!”
5. You Do: Make the Number 1
Time: 8 minutes
Offer one or more choices:
Choice A: Trace
Draw a large dotted number 1. Let the child trace it with a finger or crayon.
Choice B: Play Dough
Help the child roll one long piece of play dough and place it on top of a large number 1.
Choice C: Draw
Invite the child to draw a large number 1. It does not need to be perfect.
Choice D: Build
Use blocks to build a tall shape that looks like the number 1.
Use encouraging language:
- “You started at the top.”
- “Your number has one long line.”
- “You are practicing the number 1.”
Real-World Connection: One in My Home
Time: 5 minutes
Go on a short “one hunt” around the home. Invite the child to find things that come in groups of one.
Possible examples:
- One front door
- One sink in a room
- One favorite stuffed animal
- One pillow
- One spoon placed on the table
Ask:
“Can you find one thing? Show it to me and say, ‘One!’”
Formative Assessment
During the activities, observe whether the child can:
- Point to the numeral 1.
- Say “one.”
- Give exactly one object.
- Show one finger.
- Attempt to trace or make the numeral 1.
If the child needs help, demonstrate again and use a smaller number of choices. For example, show only the number 1 and one other card.
Summative Assessment: Show Me One
Ask the child to complete these four tasks:
- “Point to the number 1.”
- “Give me one object.”
- “Show me one finger.”
- “Make a number 1.”
Celebrate effort and understanding. A correct response may be spoken, pointed to, acted out, drawn, or built.
Differentiation and Support
For a Child Who Needs More Support
- Use only one object at a time.
- Hold the child’s hand gently while tracing, if the child agrees.
- Repeat the words “one” and “1” often.
- Use large, high-contrast number cards.
- Allow pointing, touching, or showing a finger instead of speaking.
For a Child Ready for More
- Ask the child to find the number 1 in a book or on a calendar.
- Invite the child to draw one object beside the numeral 1.
- Ask, “What happens if we add one more?”
- Compare one object with a group of two or three objects.
- Let the child teach a stuffed animal about the number 1.
Conclusion: Tell What We Learned
Time: 3 minutes
Hold up the number 1 and ask:
- “What number is this?”
- “Can you show one finger?”
- “Can you find one object?”
Recap together:
“Today we learned about 1. One means just one. We found 1, counted one object, moved one time, and made the number 1.”
Finish with one celebratory clap and say:
“One big clap for you!”
Optional Follow-Up Activities
- Read a picture book about counting.
- Place one sticker on a paper number 1.
- Take a photo of one interesting object found at home.
- Sing a counting song and stop after one.
- Practice finding the number 1 during the day on signs, books, or clocks.