Fun with the Number 1

Materials Needed

• Large paper with the number 1 written on it
• Crayons or washable markers
• Small objects, such as blocks, toy animals, buttons, or spoons
• Paper or a small tray
• Play dough or clay
• One favorite toy or stuffed animal
• Optional: music for a short movement activity

Learning Objectives

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

• Recognize the numeral 1.
• Say the number name “one.”
• Count one object correctly.
• Show one object when asked.
• Trace or make the shape of the numeral 1.
• Use the idea of “one” in a real-life situation.

Success Criteria

Success looks like this:

• “I can point to the number 1.”
• “I can give you one thing.”
• “I can say one.”
• “I can make a number 1 with my finger, crayon, or play dough.”

Introduction: The Mystery of One

Time: 5 minutes

Place one favorite toy in front of the child. Hide the rest of the toys nearby.

Say:

“Look! I found one toy. One means just one. Can you show me one finger?”

Invite the child to hold up one finger. Ask:

• “How many toys do you see?”
• “How many fingers are you holding up?”
• “Can you say ‘one’?”

Tell the child:

“Today we will play with the number 1. We will find one thing, count one thing, and make the number 1.”

Body of the Lesson

1. I Do: Meet the Number 1

Time: 5 minutes

Show the large numeral 1.

Say:

“This is the number 1. We say, ‘one.’ The number 1 tells us there is just one thing.”

Point to the numeral and slowly trace it with your finger from top to bottom.

Say:

“Start at the top. Go down. This makes a 1.”

Show one object beside the numeral 1. Count slowly:

“One block. There is one block.”

Quick Check: Ask the child to point to the number 1 and say “one.”

2. We Do: Find One

Time: 8 minutes

Place several groups of objects on a table. For example, place one block, two buttons, and three toy animals in separate groups.

Say:

“Let’s find the group with one thing.”

Help the child touch and count each group. Emphasize that the group with only one object is the group of one.

Repeat with different objects:

• One spoon
• One toy animal
• One crayon
• One sock

Use a “one at a time” game. Ask the child to bring you one object from a nearby area.

Say:

“Please bring me one block. Thank you! You brought one block.”

Think-and-Talk: Ask:

• “Can you find one red thing?”
• “Can you find one soft thing?”
• “Can you find one toy?”

3. We Do: Move Like One

Time: 5 minutes

Invite the child to move one time for each direction:

• Clap one time.
• Jump one time.
• Turn around one time.
• Touch your toes one time.

After each action, ask:

“How many times did we clap? One!”

For an extra challenge, let the child choose one movement for the adult to do.

4. You Do: Make the Number 1

Time: 8 minutes

Give the child a choice of ways to make the number 1:

• Trace the number 1 with a crayon.
• Draw the number 1 in the air with a finger.
• Make the number 1 with play dough.
• Build the number 1 with blocks.
• Trace the number 1 in a tray using a finger.

Remind the child:

“Start at the top and go down. You are making a 1!”

Celebrate effort with specific feedback:

“You started at the top and made a straight line. That looks like a 1.”

5. Real-Life One Hunt

Time: 5 minutes

Walk around the home and look for things that come as one. The child may choose one item from each category:

• One door
• One pillow
• One shoe
• One book
• One cup

Let the child choose one object to bring back. Ask:

“What did you find? How many did you bring? One!”

Formative Assessment Checks

During the lesson, observe whether the child can:

• Point to the numeral 1.
• Say “one.”
• Give one object when asked.
• Tell the difference between one object and more than one object.
• Attempt to trace or create the numeral 1.

If the child is unsure, model the answer and try again with fewer objects.

Summative Assessment: Show Me One

Time: 5 minutes

Place several objects in front of the child and give these directions one at a time:

1. “Show me one object.”
2. “Give me one block.”
3. “Point to the number 1.”
4. “Make a number 1.”
5. “Tell me how many you have.”

Simple evaluation:

• Beginning: Needs help to identify or show one.
• Developing: Identifies or shows one with reminders.
• Ready: Independently identifies the numeral 1, shows one object, and attempts to make the numeral.

Conclusion: Tell What We Learned

Time: 3 minutes

Hold up the numeral 1 and one object.

Say:

“Today we learned about the number 1. One means just one. We found one thing, moved one time, and made the number 1.”

Ask the child to complete these sentences:

• “The number is _____.”
• “One means _____ thing.”
• “I can show one by holding up _____ finger.”

End with a celebration:

“You did a great job learning about one!”

Differentiation and Adaptations

For a Child Who Needs More Support

• Use only one object and an empty space.
• Guide the child’s hand while counting one object.
• Use large objects that are easy to see and touch.
• Repeat the phrase, “One means just one.”
• Let the child make the number 1 with a finger before using a pencil.

For a Child Ready for More Challenge

• Ask the child to find one object in a specific color or shape.
• Ask the child to compare one object with a group of two or three.
• Invite the child to draw one object beside the numeral 1.
• Play a number hunt and look for the numeral 1 on books, signs, or packaging.
• Ask the child to create a short story about one animal, one toy, or one snack.

Optional Follow-Up Activities

• Give the child one sticker and ask them to place it beside the numeral 1.
• Read a picture book featuring one character or one object.
• At snack time, count out one cracker, one piece of fruit, or one cup.
• Make a “Number 1” page with one drawing, one sticker, and one traced numeral.

Family Reflection

Ask the child:

“What was your favorite way to learn about one?”

Record or share one thing the child did well and one thing to practice next time.