Fun with the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon, marker, or pencil
• One small toy or household object
• Several safe objects, such as blocks, buttons, or toy animals
• Paper with large number 1s written on it
• 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 one.
• Count one object correctly.
• Trace and try writing the number 1.
• Find examples of “one” in everyday life.

Success Looks Like

• “I can show one object.”
• “I can point to the number 1.”
• “I can count: one.”
• “I can make a number 1 with my finger, a crayon, or my body.”

Introduction: The One-Object Surprise

Hook: Hide one small toy in your hand. Ask, “Guess what I have? I have just one thing!” Open your hand and let the child see it.

Say:

“Today we are learning about the number 1. One means just one thing. One nose, one sun, and one toy in my hand!”

Show the written numeral 1. Say, “This is what the number one looks like.” Invite the child to say, “One!”

Body of the Lesson

1. I Do: Meet the Number 1

Hold up one finger and say, “This is one finger.” Point to one object and say, “One block.” Touch one clap, one step, or one tap.

Use simple examples:

• “You have one nose.”
• “A bicycle has one seat for you.”
• “I am holding one toy.”
• “The number 1 means one.”

Draw a large number 1 slowly. Say:

“Start at the top. Go down. Add a little line at the bottom. This makes 1.”

Quick check: Ask, “Can you show me one finger?” Praise the child’s effort: “You showed one finger. That is one!”

2. We Do: Find One

Place several objects in front of the child. Ask the child to choose one object.

1. Say, “Please give me one block.”
2. Count it together: “One.”
3. Return the block and try another object.
4. Ask, “How many did you give me?”

Play “One or Many.” Hold up either one object or a group of objects. The child says “one” or “many.” Switch roles and let the child hold up objects for you to identify.

Think and talk: Ask, “Can you find one thing in this room?” Let the child look, point, and explain what they found.

3. We Do: Number 1 Movement Game

Give the child directions using the number one:

• Take one step.
• Clap one time.
• Jump one time.
• Touch one toy.
• Give one high-five.

After each action, count together slowly: “One!”

Optional music activity: Play music. When the music stops, call out one action, such as “One jump!” The child performs the action once.

4. You Do: Number 1 Hunt

Invite the child to search for the numeral 1 around the home. Look at books, labels, calendars, clocks, or written number cards.

Each time the child finds a 1, ask:

• “What number is this?”
• “Can you say one?”
• “Can you show one finger?”

For a homeschool activity, the child may place a small sticker beside each 1 they find. For a classroom or training setting, learners may work with a partner to find and point to number 1 cards.

5. You Do: Make the Number 1

Let the child choose one way to practice:

• Trace large number 1s with a crayon.
• Make a 1 using a finger in sand, flour, or shaving foam.
• Build a 1 with blocks, craft sticks, or a piece of string.
• Draw one favorite object and write or trace 1 beside it.

As the child works, repeat:

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

Real-World Connection

Look around the home and name things that come in ones:

• One front door
• One refrigerator
• One television remote in your hand
• One pet, if applicable
• One moon in the sky

Ask, “What is one thing you would take on a picnic?” Encourage the child to choose one item and explain the choice.

Formative Assessment

Check understanding throughout the lesson by asking the child to:

• Show one finger.
• Give you one object.
• Point to the number 1 among two or three numerals.
• Count one object.
• Make one clap or one jump.

Use encouraging feedback:

“You counted carefully and stopped at one. Excellent counting!”

Summative Assessment: Show What You Know

Place three groups of objects in front of the child: a group with one object, a group with two objects, and a group with three objects.

Ask the child to:

1. Point to the group with one object.
2. Give you one object.
3. Point to the written number 1.
4. Show one finger.
5. Try drawing or tracing a 1.

The child meets the goal when they can complete most tasks with little or no help.

Differentiation and Support

For a Child Who Needs More Support

• Use only one object at a time.
• Guide the child’s hand while counting and tracing.
• Repeat the same words: “One means one thing.”
• Use large, bright number cards.
• Celebrate pointing, touching, or attempting, even if speech is still developing.

For a Child Ready for More

• Ask the child to find the number 1 in a book or calendar.
• Ask, “What happens if we add one more?”
• Invite the child to draw one object and label it with 1.
• Compare one with zero, two, and three.
• Ask the child to create a short story using one character or one toy.

Conclusion and Recap

Hold up the number 1 and ask the child to repeat:

• “This is the number 1.”
• “One means just one.”
• “I can show one finger.”
• “I can count one object.”

Finish with a one-count celebration: “On the count of one, give yourself one big clap!” Count, “One!” and clap together.

Optional Follow-Up

During the day, invite the child to find and name one object during everyday routines: one spoon at snack time, one sock while getting dressed, or one book at story time.