Fun with the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon or washable marker
- One small toy, block, or stuffed animal
- Several safe objects, such as blocks, buttons, or toy animals
- Paper and crayons
- 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.
- Connect the numeral 1 with a group of one object.
- Try writing or tracing the number 1.
Success Criteria
“I can show one, say one, find the number 1, and try to make a 1.”
Introduction: The One-Object Mystery
Time: 5 minutes
Place one toy under a cloth or behind your back.
Say:
“I have a mystery! I am hiding something. Let’s peek. How many things do you see?”
Reveal the one object. Help the child say:
“I see one toy. One means just one.”
Show the numeral 1 on the paper or whiteboard.
Say:
“This is the number 1. The number 1 tells us there is one thing.”
Body: Learn and Practice
1. I Do: Teacher or Parent Demonstration
Time: 5 minutes
Place one block on the table. Touch it while counting slowly:
“One. I have one block.”
Place two blocks on the table and say:
“This is more than one. Let’s take one away.”
Remove one block and point to the remaining block:
“Now I have one block. One means just one.”
Draw the numeral 1 slowly. Use simple language:
“Start at the top. Go down. That makes a 1.”
2. We Do: Find One
Time: 7 minutes
Place small groups of objects on the table: one block, two buttons, three toy animals, and one crayon.
Invite the child to find each group that has one object.
Ask:
- “Which group has one?”
- “Can you touch one block?”
- “Can you give me one toy?”
- “How many crayons should you pick up if I ask for one?”
After each answer, count the object together:
“One! You found one.”
3. Movement Game: Be a Number 1
Time: 5 minutes
Invite the child to move in different ways. Each time, do the action only once:
- One jump
- One clap
- One spin
- One stomp
- One big stretch
Give clear directions:
“Let’s do one jump. Ready? Jump one time!”
Pause and ask:
“How many jumps did we do?”
Encourage the child to answer, “One.”
4. We Do: Make the Number 1
Time: 5 minutes
First, use a finger to draw a large 1 in the air. Then trace a 1 on the table or in a small amount of water, sand, or shaving cream if available.
Say:
“Start at the top and go down. This is a 1.”
Invite the child to trace the numeral several times.
Do not worry about perfect handwriting. Praise effort:
“You started at the top and went down. You are practicing your 1!”
5. You Do: Number 1 Art
Time: 8 minutes
Give the child paper and crayons. Help the child draw or trace a large numeral 1.
Then ask the child to draw one thing next to it. The child may choose one sun, one flower, one animal, or one favorite toy.
Use these prompts:
- “What is one thing you want to draw?”
- “Can you draw one circle?”
- “Can you choose one color?”
- “Can you point to your 1?”
Allow the child to choose the subject and colors. This gives the child creative control while practicing the number 1.
Formative Checks During the Lesson
- Show the child the numerals 1 and 2. Ask, “Which one is 1?”
- Ask the child to hand you one object.
- Place three objects nearby and ask the child to give you one.
- Ask, “How many claps should we do if I say one clap?”
- Ask the child to point to the numeral 1 on the artwork.
Summative Assessment: The Number 1 Challenge
Time: 5 minutes
Give the child a short challenge:
- Find the numeral 1 among two or three other numerals or shapes.
- Put one object beside the numeral 1.
- Say the word “one.”
- Make one clap.
- Trace or draw a 1.
Success does not require perfect writing. The child shows understanding by recognizing, saying, or matching the number 1.
Conclusion: Tell What We Learned
Time: 3 minutes
Review the lesson with the child:
“Today we learned about the number 1. One means just one. We found one toy, made one movement, and practiced writing 1.”
Ask:
- “What number did we learn?”
- “Can you show me one finger?”
- “Can you find one object in the room?”
End with a cheerful chant:
“One, one, number 1! One is special. Learning is fun!”
Differentiation and Adaptations
For a Child Who Needs More Support
- Use only two choices at a time, such as 1 and 2.
- Use large objects that are easy to see and touch.
- Guide the child’s hand while tracing the numeral.
- Repeat the same language: “One means just one.”
- Celebrate pointing, touching, or attempting to say “one.”
For a Child Ready for More
- Ask the child to find the numeral 1 in a book or around the home.
- Invite the child to make groups with one object and more than one object.
- Ask, “Can you find one red thing and one blue thing?”
- Practice writing 1 in different materials, such as chalk, play dough, or magnetic letters.
Real-World Connection
During the day, look for examples of one: one door, one nose, one sun, one spoon, or one favorite toy. Ask the child to identify one object during meals, playtime, or a walk outside.