Fun with the Number 1
Materials Needed
- Paper and crayons
- One favorite toy or stuffed animal
- Number cards, including a large card with the number 1
- Small objects such as blocks, buttons, or toy animals
- Play dough
- A small bowl or basket
- Optional: music for a movement game
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the written number 1.
- Count one object accurately.
- Show one object when asked.
- Trace or make the number 1.
- Use the word “one” in a simple sentence.
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: The Number 1 Is Special
Say: “Today we are going on a number adventure! We will learn about the number 1. The number 1 means just one thing.”
Invite the child to choose one favorite toy. Hold it up and say:
“I have one toy. Let’s count it: one!”
Ask:
- “How many toys are you holding?”
- “Can you show me one finger?”
- “Can you find one thing in the room?”
Body of the Lesson
1. I Do: Show and Explain
Show the number card with 1.
Say: “This is the number 1. It looks like a straight line. The number 1 tells us there is one thing.”
Place one block in front of the child. Touch it as you count:
“One.”
Place two blocks beside it and say:
“This is not one. This is two. One means only one.”
Quick Check: Hold up groups of one and two objects. Ask, “Which group has one?” Let the child point or pick it up.
2. We Do: One-Object Hunt
Say:
“Let’s go on a one-object hunt. Find one safe thing and bring it to the basket.”
Take turns finding objects. Each time, count the object together:
“You found one spoon. One!”
Try several examples, such as:
- One sock
- One book
- One block
- One stuffed animal
Ask the child to check each time: “Do we have one or more than one?”
3. We Do: Move Like the Number 1
Invite the child to stand up. Give one-step directions:
- “Clap one time.”
- “Jump one time.”
- “Turn around one time.”
- “Tap your knees one time.”
After each action, count aloud together: “One!”
Choice: Let the child choose one movement to teach you.
4. I Do: Model How to Make the Number 1
Use a crayon, finger, or play dough to make the number 1.
Say: “Start at the top. Make a straight line down. This makes the number 1.”
Model slowly while saying:
“Start at the top, go straight down: 1.”
5. We Do: Build and Trace 1
Invite the child to make the number 1 in one of these ways:
- Trace a large number 1 with a finger.
- Build a number 1 with play dough.
- Make a number 1 with a block or craft stick.
- Draw a number 1 in the air.
Give gentle feedback:
“You started at the top and made a line down. That looks like 1!”
6. You Do: Number 1 Game
Place several number cards or pieces of paper on the floor. Include the number 1 and a few other numbers or simple shapes.
Say:
“Can you find the number 1? When you find it, give it one clap.”
Repeat several times, changing the position of the cards.
Next, give the child a small group of objects. Ask:
- “Can you give me one?”
- “Can you put one block in the basket?”
- “Can you show me one finger?”
Real-World Connection
Look around the home and talk about things that come in ones:
- One nose
- One sun
- One front door
- One favorite toy
- One cup for the child
Say: “We see the number 1 in many places. One means just one.”
Formative Assessment
During the activities, observe whether the child can:
- Point to the number 1 when shown several choices.
- Count one object without adding extra numbers.
- Give one object when asked.
- Show one finger.
- Attempt to draw or build the number 1.
If the child is unsure, model the answer and try again with fewer choices.
Summative Assessment: Show What You Know
Ask the child to complete these four tasks:
- Point to the number 1.
- Give you one object.
- Show one finger.
- Draw or build the number 1.
Celebrate effort and understanding with specific praise:
“You found the number 1, gave me one block, and made a number 1. You learned that 1 means one!”
Differentiation
For Extra Support
- Use only one object at a time.
- Give two choices, such as number 1 and a picture.
- Use hand-over-hand guidance for tracing if needed.
- Repeat the phrase, “One means just one.”
- Allow pointing, touching, or speaking as responses.
For an Extra Challenge
- Ask the child to find the number 1 in a book or on a label.
- Ask the child to collect one object from several different rooms.
- Invite the child to compare one object with a group of two or three.
- Ask the child to draw one sun, one flower, or one person.
- Practice writing the number 1 independently.
Conclusion and Recap
Hold up the number 1 card and ask:
- “What number is this?”
- “What does 1 mean?”
- “Can you show me one finger?”
- “Can you name one thing you found today?”
Finish with this chant while holding up one finger:
“One little finger, one little sun, one is special, one is fun!”
Optional Follow-Up Activity
During the day, invite the child to look for the number 1 on books, clocks, signs, packages, or calendars. Each time the child finds it, say together:
“I found 1! One means one.”