Fun With the Number 1

Materials Needed

• One large piece of paper
• Crayon or washable marker
• One small toy or stuffed animal
• Blocks, buttons, or pom-poms
• Paper and child-safe scissors
• Optional: music for a movement game

Learning Objectives

By the end of the lesson, the child will be able to:

• Recognize the numeral 1.
• Count one object correctly.
• Show one object when asked.
• Practice drawing or tracing the numeral 1.
• Use the word “one” in a simple sentence.

Success Criteria

I can:

• Point to the number 1.
• Give you one toy or block.
• Say, “This is one.”
• Try to draw the number 1.

Introduction: “One Special Thing”

Adult says: “Today we are learning about the number 1. One means just one thing. Can you show me one finger?”

Hold up one finger and invite the child to copy you.

Ask:

• “How many fingers are up?”
• “Can you find one toy?”
• “What is one thing you like to eat?”

Quick check: Ask the child to choose one toy from a small group of toys.

Body: I Do

1. Show the Number

Draw a large 1 on the paper.

Adult says: “This is the number 1. We say ‘one.’ The number 1 tells us there is one thing.”

Point to the numeral as you say “one.” Show one toy beside it.

Say together: “Number 1 means one!”

2. Model Counting One Object

Place one block on the table.

Adult says: “I see one block. I touch it and say one.”

Touch the object once. Avoid adding more objects during this first demonstration.

Body: We Do

1. One-Object Hunt

Look around the room together and find objects that come in groups of one.

Try finding:

• One door
• One table
• One stuffed animal
• One book

Each time, the child points to the object and says, “One.”

2. Give Me One

Place several blocks, buttons, or pom-poms in front of the child.

Adult says: “Please give me one block.”

Have the child hand over one object. Return it and repeat with different objects.

Questions to ask:

• “How many did you give me?”
• “Did you give me one or many?”
• “Can you show me one more?”

3. Finger and Movement Game

Say a movement and have the child do it one time:

• One clap
• One jump
• One stomp
• One spin
• One wave

Adult says: “Let’s do one clap. Clap one time.”

Pause after each movement so the child can notice that it happened only once.

Body: You Do

1. Number 1 Treasure Hunt

Give the child a paper with a large number 1 written on it.

Invite the child to find or collect one item, such as one leaf, one block, or one toy. Place the item beside the number.

Child says: “I found one.”

2. Trace and Create

Draw several large dotted number 1s on paper.

Guide the child to:

1. Start at the top.
2. Draw a line down.
3. Try making the number 1 independently.

The child may decorate the number 1 with one sticker, one dot, or one small drawing.

3. Choice Activity

Let the child choose one activity:

• Build a tower with one block.
• Draw one favorite animal.
• Find one red object.
• Sing one short song.
• Make one paper shape with an adult’s help.

Formative Assessment: Check as You Go

Ask the child to complete these tasks:

1. Point to the numeral 1.
2. Hold up one finger.
3. Give you one object.
4. Count one object by touching it once.
5. Trace or attempt to write the numeral 1.

Offer specific feedback:

• “You gave me exactly one block.”
• “You touched the toy one time while counting.”
• “You started your number at the top. Nice trying!”

Real-World Connection

Talk about things that people usually have one of:

• One nose
• One mouth
• One sun in the sky
• One home for the family
• One favorite toy

Ask: “What is one thing you see right now?”

Conclusion: Tell What We Learned

Hold up the numeral 1 again.

Adult says: “Today we learned that the number 1 means one. We showed one finger, counted one object, found one thing, and practiced making the number 1.”

Invite the child to finish these sentences:

• “The number is ___.”
• “One means ___ thing.”
• “I can show one by holding up ___ finger.”

End with one clap and say together, “Hooray for number 1!”

Optional Differentiation

For Extra Support

• Use only one object and one numeral at a time.
• Guide the child’s hand while tracing.
• Use the same words repeatedly: “One means one thing.”
• Let the child respond by pointing, holding up a finger, or choosing an object.

For an Extra Challenge

• Ask the child to find the numeral 1 in a book or on a calendar.
• Ask the child to draw one object beside the numeral 1.
• Compare one object with a group of many objects.
• Invite the child to explain, “I know it is one because there is only one.”

Summative Assessment

Ask the child to complete this short “Number 1 Challenge”:

1. Point to the number 1.
2. Show one finger.
3. Choose one object from a group.
4. Say the word “one.”
5. Draw or trace a number 1.

The child is successful when they complete most tasks with little or no help.