Fun with the Number 1
Materials Needed
- One favorite toy or stuffed animal
- Number cards or a piece of paper with the number 1
- Small objects such as blocks, buttons, or toy animals
- Paper and crayons
- Play dough or modeling clay
- A small basket or bowl
- Optional: music for a movement game
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the number 1.
- Say the number 1.
- Show one object when asked.
- Practice making the shape of the number 1.
- Use the idea of “one” in a real-life situation.
Success Criteria
“I know I am successful when I can…”
- Point to the number 1.
- Give you one object.
- Count one object by saying, “One!”
- Make a number 1 with my finger, crayon, or play dough.
Introduction: One Special Friend
Time: 5 minutes
Bring out one favorite toy or stuffed animal.
Say: “Look! I have one toy. One means just one. Can you hold up one finger?”
Invite the child to talk about the toy.
- “What is the toy’s name?”
- “Can you give the toy one hug?”
- “Can you tap the toy one time?”
Tell the child: “Today we will learn about the number 1. We will find one, count one, and make the number 1.”
Body: I Do
Time: 5 minutes
Show the child a number card or paper with the number 1.
Say: “This is the number 1. It means one. One is a single thing.”
Place one block on the table.
Say slowly: “One block. I count one block: 1.”
Point to the number 1 as you say it.
Model how to make the number 1 in the air:
- “Start at the top.”
- “Go straight down.”
Use your finger to draw a large number 1 in the air, on the table, or on the child’s palm.
Body: We Do
Time: 10 minutes
Activity 1: Find One
Put several groups of objects nearby. Some groups should have one object, and some should have more than one.
Say: “Let’s find the group with one.”
Help the child look at each group and touch-count the objects.
Ask:
- “Which group has one block?”
- “Can you give me one animal?”
- “Can you put one button in the bowl?”
Celebrate with simple feedback: “You gave me one. You counted carefully!”
Activity 2: One-Step Movement Game
Give one-step directions. Let the child move, listen, and count.
- “Take one big step.”
- “Clap one time.”
- “Jump one time.”
- “Spin one time.”
- “Touch one blue object.”
After each action, ask, “How many did you do?” Encourage the child to answer, “One!”
Quick Check
Hold up the number card and ask:
- “What number is this?”
- “Show me one finger.”
- “Can you find one object in the room?”
If the child needs help, model the answer and invite the child to try again.
Body: You Do
Time: 15 minutes
Choice Activity A: Make the Number 1
Invite the child to choose one way to make the number 1:
- Trace a large number 1 with a crayon.
- Make a number 1 with play dough.
- Build a number 1 with blocks.
- Draw a number 1 with a finger in flour, rice, or sand.
Say: “Start at the top and go down. You made a 1!”
Choice Activity B: One in My World
Ask the child to find three things around the home that come in groups of one.
Examples include:
- One nose
- One favorite cup
- One front door
- One pet or toy
For each item, ask the child to say, “I found one ___.”
Choice Activity C: One Snack
Give the child one small snack item, such as one cracker or one piece of fruit.
Ask:
- “How many snacks do you have?”
- “Can you count it?”
- “What number shows one?”
Talk about how counting helps us share and make sure everyone gets the right amount.
Real-World Connection
Explain that people use the number 1 every day.
- We may have one turn at a time.
- We may choose one toy to carry.
- We may take one step when crossing carefully.
- We may give one item to each person.
Say: “Numbers help us know how many. The number 1 tells us there is one.”
Formative Assessment
During the activities, observe whether the child can:
- Point to or name the number 1.
- Show one finger.
- Select one object from a group.
- Count one object without adding another number.
- Attempt to form the number 1.
Give specific feedback such as:
- “You found just one.”
- “You touched the object while you counted.”
- “Your number 1 starts at the top and goes down.”
Summative Assessment: Show Me One
Give the child a short challenge:
- “Show me the number 1.”
- “Give me one object.”
- “Show me one finger.”
- “Make a number 1.”
- “Tell me what number means one.”
The child demonstrates success by completing at least four of the five tasks with little or no help.
Differentiation and Support
For a Child Who Needs More Support
- Use only two choices: one object and a group with more than one.
- Use large objects that are easy to see and touch.
- Guide the child’s hand while tracing the number 1.
- Repeat the same language: “One means just one.”
- Allow pointing, showing, or doing instead of requiring spoken answers.
For a Child Ready for More
- Ask the child to find one object in a group of five or more.
- Invite the child to compare one object with a group of two or three.
- Ask the child to draw one item and write the number 1 beside it.
- Play a number hunt for the number 1 on books, signs, or calendars.
Conclusion: Tell Me About One
Time: 5 minutes
Hold up the number card one more time.
Ask:
- “What number did we learn today?”
- “What does the number 1 mean?”
- “Can you show me one finger?”
- “What is one thing you enjoyed doing?”
Recap: “Today we learned that the number 1 means one thing. We found one, counted one, moved one time, and made the number 1.”
End with one clap together and say, “Hooray for number 1!”
Optional Follow-Up
Look for the number 1 during the day. Each time the child finds it, invite them to point to it and say, “Number 1 means one!”