Fun With the Number 1

Materials Needed

• One favorite toy or stuffed animal
• Paper
• Crayons or washable markers
• Number cards or a piece of paper with the number 1 written on it
• Small objects, such as blocks, buttons, or toy animals
• Play dough or modeling clay
• A small basket or bowl

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 can find 1, say 1, show 1 thing, and make the number 1.”

Introduction: Meet the Number 1

Hook: Hold up one favorite toy.

Say: “Look! I have one toy. One means just one. Can you show me one finger?”

Invite the child to hold up one finger and repeat:

“One finger. One toy. One number!”

Tell the child: “Today we will play with the number 1. We will find it, count one thing, and make it.”

Body of the Lesson

1. I Do: Show and Explain

Show the number card or paper with 1.

Say: “This is the number 1. It tells us there is one thing.”

Place one object in front of the child.

Say slowly: “One block.” Touch the block once as you say “one.”

Repeat with a few different objects:

• One toy animal
• One crayon
• One book

Model making the number 1 in the air with your finger. Say:

“Start at the top and go straight down. This makes 1.”

Quick Check

Ask:

• “What number is this?”
• “How many toys are here?”
• “Can you show me one finger?”

2. We Do: Find One

Place several groups of objects nearby. Make some groups have one object and others have two or three objects.

Say: “Let’s find the group with one thing.”

Help the child look at each group and touch the objects while counting. Celebrate when the child finds the group with one object.

Try again with different objects. Let the child choose which objects to use.

Movement Game: One-Step Adventure

Give simple directions, one at a time:

• “Take one big step.”
• “Clap one time.”
• “Jump one time.”
• “Touch one toy.”

After each action, ask: “How many times did you do it?” Encourage the answer: “One!”

3. You Do: Number 1 Treasure Hunt

Say: “Now you are the number detective! Find things that come in groups of one.”

Invite the child to find three examples, such as:

• One shoe
• One pillow
• One spoon
• One book
• One stuffed animal

For each item, ask the child to:

1. Point to it.
2. Say, “One.”
3. Show one finger.

Creative Activity: Make the Number 1

Give the child paper and crayons. Invite the child to:

1. Trace the number 1 if needed.
2. Try drawing a number 1 independently.
3. Decorate the number 1 with one sticker, one dot, or one small drawing.

As the child works, say: “You made the number 1. You added one decoration.”

Choice: The child may draw one sun, one flower, one animal, or one toy beside the number 1.

Hands-On Activity: One Play-Dough Object

Give the child play dough and say: “Make one thing.”

The child may make one ball, one snake, one cookie, or one animal. Count it together:

“How many did you make? One!”

Real-Life Connection

At snack time or during play, offer one item first. Say:

“You have one cracker. One means just one.”

Ask the child to help find one item for a simple task:

• “Please bring me one book.”
• “Please put one block in the basket.”
• “Please choose one toy.”

Formative Assessment

Throughout the lesson, observe whether the child can:

• Point to the number 1.
• Say “one.”
• Show one finger.
• Give one object when asked.
• Count one object correctly.
• Attempt to draw or form the number 1.

Summative Assessment: Show Me One

Place three small groups of objects in front of the child. Ask the child to complete these tasks:

1. “Point to the number 1.”
2. “Show me one object.”
3. “Give me one object.”
4. “Show me one finger.”
5. “Can you draw or trace 1?”

Goal: The child completes at least four of the five tasks with little or no help.

Differentiation and Support

For a Child Who Needs More Support

• Use only one object at a time.
• Give physical or verbal guidance when counting.
• Let the child copy the number 1 rather than draw it alone.
• Use repeated phrases such as, “One means just one.”
• Celebrate attempts, pointing, touching, and saying the word.

For a Child Ready for More

• Ask the child to find five groups of one around the home.
• Compare one object with a group of two objects.
• Ask, “What happens if we add one more?”
• Invite the child to write the number 1 in sand, flour, or shaving cream.
• Have the child make a small book called “My Book of One,” with one drawing on each page.

Conclusion and Recap

Hold up the number card again and ask:

• “What number did we learn?”
• “How many is one?”
• “Can you show me one finger?”
• “What is one thing you found today?”

Say together:

“One means just one. I can find one, count one, and make 1!”

Optional Follow-Up

During the day, look for the number 1 on clocks, books, signs, or labels. Each time the child finds it, say: “You found 1!”