Number 1 Adventure: One Special Thing
Materials Needed
- Large paper or a small whiteboard
- Crayon or washable marker
- Small objects such as blocks, buttons, or toy animals
- Number cards or paper cards labeled 1–3
- Play dough or modeling clay
- One favorite toy or stuffed animal
- 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.
- Count one object.
- Show one object when asked.
- Make or trace the numeral 1.
- Connect the idea of “one” to everyday life.
Success Criteria
Success looks like this:
- “I can find the number 1.”
- “I can give you one thing.”
- “I can count one object.”
- “I can make a number 1.”
Introduction: One Special Thing
Time: 5 minutes
Show the child one favorite toy.
Say: “Look! I have one toy. One means just one. Can you say one?”
Invite the child to think of something they have one of, such as:
- One nose
- One favorite toy
- One spoon
- One pet, if they have one
Ask: “Can you show me one finger?”
Tell the child: “Today we will learn about the number 1. We will find it, count one thing, and make our own number 1.”
Body of the Lesson
I Do: Meet the Number 1
Time: 5 minutes
- Write a large numeral 1 on paper or a whiteboard.
- Point to it and say: “This is the number 1.”
- Trace it slowly while saying: “Down we go to make 1.”
- Show one object beside the numeral.
- Say: “The number 1 tells us there is one object.”
Use a simple chant:
“One little finger, one little nose, one number 1 from top to toes!”
Quick Check
Show the child the number 1 and ask:
- “What number is this?”
- “Can you show me one finger?”
- “Can you bring me one block?”
We Do: Find One
Time: 8 minutes
Place several groups of objects in front of the child. For example:
- One block
- Two buttons
- Three toy animals
Say: “Let’s find the group with one thing.”
- Look at each group together.
- Touch each object as you count.
- Ask the child to point to the group with one object.
- Have the child match that group to the number card labeled 1.
Think-and-talk question: “How do you know this group has one?”
Repeat with different objects. Let the child choose the objects when possible.
Movement Game: One, Two, Freeze!
Time: 5 minutes
Explain: “When I say one, do one movement. When I say freeze, stop!”
- One jump
- One clap
- One spin
- One stomp
- One big stretch
After each movement, ask: “How many jumps did you do?” Encourage the child to answer, “One!”
We Do: Make the Number 1
Time: 8 minutes
Invite the child to make a number 1 using one of these choices:
- Trace a large number 1 with a crayon.
- Build a number 1 with play dough.
- Make a number 1 using blocks.
- Draw a number 1 in the air with one finger.
- Walk along a large number 1 drawn on the floor.
Model the motion first: “Start at the top and go straight down.”
Offer gentle feedback:
- “You started at the top.”
- “Your line goes down.”
- “You made a number 1!”
You Do: One-Thing Hunt
Time: 8 minutes
Say: “Let’s go on a one-thing hunt. Find one item and bring it back.”
The child may choose one item from a safe area, such as one:
- Book
- Block
- Sock
- Toy
- Leaf
When the child returns, ask:
- “What did you find?”
- “How many did you find?”
- “Can you touch it one time?”
Repeat once or twice if the child is interested. Let the child choose where to look.
Creative Choice: One Picture
Time: 8 minutes
Invite the child to choose one project:
- Draw one large balloon.
- Draw one flower.
- Draw one animal.
- Make one play-dough ball.
- Decorate one large number 1 with dots or stickers.
As the child works, repeat the language: “You are making one flower. You have one picture.”
Formative Assessment
Check understanding during the lesson by asking the child to:
- Point to the number 1 among two or three number cards.
- Show one finger.
- Give you one object.
- Choose the group with one object.
- Say “one” after counting a single object.
If the child makes a mistake, respond calmly: “Let’s count together. One. This group has one.”
Conclusion: Tell What We Learned
Time: 5 minutes
Place the number 1 and one object together. Review by saying:
“Today we learned about the number 1. The number 1 means one thing. We found one, counted one, moved one time, and made a number 1.”
Ask the child:
- “What number did we learn?”
- “Can you show me one finger?”
- “Can you find one thing in the room?”
- “Can you draw or trace a number 1?”
End with the chant:
“One is fun! One, one, one!”
Summative Assessment: Show Me One
Give the child three simple tasks:
- “Point to the number 1.”
- “Give me one object.”
- “Make a number 1 with your finger, crayon, or play dough.”
The child meets the lesson goal when they complete at least two tasks with little or no help.
Differentiation and Support
For a Child Who Needs More Support
- Use only two choices at a time.
- Pair the numeral 1 with one real object.
- Guide the child’s hand while tracing, if welcomed.
- Use short phrases: “One block. Number 1.”
- Repeat the activities on another day.
For a Child Ready for More
- Ask the child to find all the number 1s in a book or calendar.
- Invite the child to compare one object with two or three objects.
- Ask the child to draw one object and write the number 1 beside it.
- Have the child look for one item in different rooms.
Real-World Follow-Up
Throughout the day, notice examples of one:
- One cup at snack time
- One shirt to put on
- One book to read
- One toy to put away
- One step at a time
Use the phrase: “I see one!” and invite the child to find another example.