Number 1 Adventure: One Is Fun!
Materials Needed
- One large card or piece of paper with the number 1
- Small objects such as blocks, toy animals, buttons, or crackers
- Paper and crayons
- Play dough or clay
- Optional: a favorite storybook or song about counting
- Optional: a phone or tablet for taking photos of “one” objects
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize and name the number 1.
- Count one object accurately.
- Show a group of one object.
- Trace or draw the number 1 with support.
- Find examples of “one” in the real world.
Success Criteria
The child is successful when they can:
- Point to the number 1 when asked.
- Say, “One,” while holding or pointing to one object.
- Choose one item from a group.
- Make a recognizable number 1 using a crayon, finger, or play dough.
Introduction: The One-Object Surprise
Time: 5 minutes
Place one special object in a small bag or box. Let the child feel the object or peek inside.
Say:
“I have a surprise! There is only one thing inside. One means not two—not three. Just one!”
Let the child guess and reveal the object.
Ask:
- “How many things are in the box?”
- “Can you say one?”
- “Can you hold up one finger?”
Tell the child:
“Today we will be number detectives. We will find one, make one, and learn how to write the number 1.”
Body of the Lesson
1. I Do: Meet the Number 1
Time: 5 minutes
Show the number card.
Say:
“This is the number 1. We say, ‘one.’ One looks like a straight line.”
Use your finger to trace the number slowly from top to bottom. Say:
“Start at the top. Go straight down. That makes 1.”
Show one object and count it:
“One block. I see one block.”
Show two or three objects briefly and explain:
“This is more than one. We are looking for just one.”
2. We Do: Find One
Time: 5 minutes
Place small groups of objects in front of the child. Mix groups of one, two, and three.
Invite the child to find the group with one object.
Use questions such as:
- “Which group has one?”
- “Touch each object and count.”
- “Does this group have one, or more than one?”
Practice together:
- Put one block on the table.
- Give one toy animal a name.
- Choose one crayon.
- Place one button in a cup.
After each turn, repeat:
“You chose one! One means only one.”
3. Hands-On Game: Number 1 Treasure Hunt
Time: 7 minutes
Explain:
“Let’s search for things that come in groups of one. You may look inside, outside, or around our room.”
Invite the child to find one of each item, such as:
- One shoe
- One spoon
- One leaf
- One toy car
- One book
- One stuffed animal
For each item, ask the child to touch it and say:
“I found one ___.”
Choice: The child may draw the items, place them in a small collection, or take photos of them.
4. We Do: Make the Number 1
Time: 5 minutes
Use play dough to make a long snake. Help the child bend or place it into the shape of the number 1.
Say:
“Our play dough is making a number 1. Start at the top and go straight down.”
Next, let the child:
- Trace the number 1 in the air.
- Trace the number 1 on the table with one finger.
- Trace a large number 1 drawn on paper.
5. You Do: Draw and Decorate 1
Time: 5–7 minutes
Draw a large dotted number 1 on paper. Invite the child to trace it, then try making one independently.
Let the child decorate the number using crayons, stickers, or one chosen color.
Encourage the child to add one picture beside the number, such as one sun, one flower, or one balloon.
Ask:
- “What number did you make?”
- “How many pictures did you draw?”
- “Can you point to one?”
Formative Assessment: Quick Checks
Use these checks during the lesson:
- Show two number cards, including 1. Ask, “Which one is 1?”
- Place one object and ask, “How many?”
- Place three objects and ask the child to give you one.
- Ask the child to show one finger.
- Ask the child to trace or build the number 1.
Give specific feedback:
“You touched only one block while counting. You counted carefully!”
Summative Assessment: One Is All We Need!
Time: 3 minutes
Give the child a small group of objects containing one, two, and three items. Ask the child to complete the following tasks:
- Point to the number 1.
- Choose one object.
- Say, “I have one.”
- Make the number 1 with a finger, crayon, or play dough.
Suggested evaluation:
- Ready: Completes all four tasks independently.
- Almost ready: Completes two or three tasks with a little help.
- Needs more practice: Needs frequent help identifying or showing one.
Conclusion: Tell What We Learned
Time: 3 minutes
Review the number card and one object together.
Say:
“Today we learned about number 1. One means only one. We found one, counted one, and made the number 1.”
Invite the child to complete these sentences:
- “The number we learned is ___.”
- “One means ___.”
- “I can find one ___.”
Finish with a movement chant:
“One finger up!
One jump high!
One big smile!
One goodbye!”
Differentiation and Adaptations
For a Child Who Needs More Support
- Use only one object and a number 1 card at first.
- Make the number 1 large and brightly colored.
- Guide the child’s hand while counting or tracing.
- Repeat the same activity with familiar objects.
- Use short phrases: “One block. One means one.”
For a Child Ready for More Challenge
- Ask the child to find one object in several different rooms.
- Invite the child to compare one with two and three.
- Ask the child to draw one object and label it with the number 1.
- Play a sorting game using groups of one, two, and three.
- Look for the number 1 on calendars, books, signs, or packaging.
Flexible Learning Options
- Outdoor: Find one leaf, one rock, or one flower.
- Movement-based: Do one jump, one clap, or one spin.
- Digital: Photograph one object in each room.
- Story-based: Read a counting book and pause whenever one appears.
- Everyday learning: Set out one cup, one plate, or one napkin for snack time.
Optional Follow-Up Activity
Create a “Number 1” page together. Write the number 1 at the top, then add one drawing or sticker. Say the word “one” each time the child points to the page.