Fun with the Number 1
Materials Needed
- One large paper or piece of cardboard
- Crayons or washable markers
- Small objects, such as blocks, buttons, toy animals, or pom-poms
- Paper and child-safe scissors
- Glue
- Optional: a book, song, or toy featuring the number 1
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize and name the number 1.
- Show one object when asked.
- Count one object using the words “one” and “1.”
- Trace or create the numeral 1.
- Connect the number 1 to everyday things.
Success Criteria
“I can…”
- Say, “This is 1.”
- Pick up one object.
- Make or trace the number 1.
- Tell about one thing I see.
Introduction: The Mystery of One
Hook: Hold up one toy or object. Ask, “How many toys do I have?” Let the child answer or guess.
Say: “I have one toy. One means just one. Today we will play with the number 1.”
Invite the child to look around and find one object. Give examples such as:
- “Can you find one spoon?”
- “Can you touch one table?”
- “Can you point to one book?”
Body: Learn and Practice
1. I Do: Meet the Number 1
Draw a large numeral 1 on paper. Point to it and say:
“This is the number 1. We say, ‘one.’ The number 1 tells us there is one thing.”
Place one object beside the numeral 1. Touch the object once and say slowly, “One.”
Model how to make the numeral 1:
- “Start at the top.”
- “Make a straight line down.”
- “Now we have 1!”
Quick check: Ask, “What number is this?” and “How many objects are here?”
2. We Do: One-Object Hunt
Say: “Let’s find things that come in groups of one.”
Take turns giving simple directions:
- “Bring me one block.”
- “Find one toy animal.”
- “Put one crayon on the paper.”
- “Give your teddy bear one hug.”
After each turn, count together: “One!” Reinforce the idea by saying, “You picked one block. One means not two—just one.”
3. We Do: Number 1 Movement Game
Explain: “When I show the number 1, we do one action.”
Try these actions:
- One jump
- One clap
- One spin
- One stomp
- One big stretch
Show the numeral 1 before each action. Ask the child to say “one” while completing the action.
Transition: “Our bodies made one move. Now our hands will make the number 1.”
4. You Do: Make a Number 1 Collage
Help the child draw a large numeral 1 on a piece of paper, or provide a lightly outlined numeral 1.
Invite the child to decorate the numeral using crayons, paper pieces, stickers, or one type of small object.
As the child works, ask:
- “What number are you decorating?”
- “Can you place one sticker here?”
- “Can you point to one color?”
Allow the child to choose the colors and decorations. Celebrate effort rather than neatness.
5. You Do: Trace, Build, or Draw 1
Offer the child a choice:
- Trace the numeral 1 with a crayon.
- Build the numeral 1 with blocks or craft sticks.
- Draw the numeral 1 in the air using one finger.
- Make the numeral 1 with play dough, if available.
Say: “Choose one way to make the number 1.” Let the child try independently, then provide help if needed.
Real-World Connection
Look for the number 1 during the day. Possible places include:
- A clock
- A calendar
- A book page
- A food package
- A house number
- A remote control or phone keypad
Say: “The number 1 is hiding in our world. Let’s find one!”
Formative Assessment
During the lesson, check whether the child can:
- Point to the numeral 1.
- Say “one.”
- Give or select one object.
- Complete one action when asked.
- Attempt to trace, build, or draw 1.
Give specific feedback, such as:
- “You gave me one block. You counted carefully.”
- “You started at the top and made a straight line.”
- “You found the number 1 on the calendar!”
Summative Assessment: Show Me One
Place several objects in front of the child and ask:
- “Can you show me the number 1?”
- “Can you give me one object?”
- “How many objects did you give me?”
- “Can you draw or make a 1?”
- “Can you find one thing in the room?”
The child is successful when they can recognize 1, select one object, use the word “one,” and make an attempt to create the numeral 1.
Differentiation and Support
For Extra Support
- Use only two choices, such as one object and a group of several objects.
- Guide the child’s hand while tracing.
- Repeat the phrase, “One means just one.”
- Use large objects that are easy to see and hold.
- Keep activities short and include movement breaks.
For an Extra Challenge
- Ask the child to find the numeral 1 in a book or around the home.
- Ask, “What is one thing you like?”
- Invite the child to draw one favorite object beside the numeral 1.
- Have the child make a page showing the numeral 1 and one object.
Conclusion: Tell What We Learned
Hold up the numeral 1 and ask:
- “What number is this?”
- “How many is one?”
- “Can you show me one finger?”
Recap together:
“Today we learned about the number 1. One means just one. We found one object, made one movement, and practiced making 1.”
Finish with a cheerful chant:
“One, one, number one! Learning numbers is such fun!”
Optional Follow-Up
During snack time, offer one small snack item first and ask, “How many do you have?” During bedtime, invite the child to find one star, one moon, or one number 1 in a book.