Fun With the Number 1
Materials Needed
- Large paper or a small whiteboard
- Crayon, marker, or pencil
- One small toy or stuffed animal
- Several safe household objects, such as blocks, spoons, or socks
- Number cards or paper cards labeled 1, 2, and 3
- Play dough or clay
- 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 accurately.
- Show a group of one object.
- Trace or make the numeral 1 with support.
- Use the word “one” in a simple sentence.
Success Criteria
I can:
- Point to the number 1.
- Give you one object.
- Say, “One!” when I see one thing.
- Try to make the number 1.
Introduction: One Special Thing
Time: 5 minutes
Place one favorite toy in front of the child.
Say: “Look! I have one toy. One means just one. Today we are going to play with the number 1!”
Hook Questions
- “How many toys do you see?”
- “Can you show me one finger?”
- “Can you find one thing near you?”
Invite the child to hold up one finger. Celebrate the attempt: “You showed one finger. Great counting!”
Body of the Lesson
I Do: Meet the Number 1
Time: 5 minutes
Show a large numeral 1.
Say: “This is the number 1. We say, ‘one.’ The number 1 tells us there is one thing.”
Model counting one object:
- Touch the object.
- Say, “One.”
- Stop counting.
Explain: “When we count one thing, we say one one time. We do not keep counting because there is only one thing.”
Model how to make the numeral 1 in the air:
“Start at the top. Make a straight line down. This is 1.”
Quick Check
Show the child the numeral 1 and ask:
- “What number is this?”
- “Can you show one finger?”
If needed, say the answer together: “It is 1. One!”
We Do: Find One
Time: 8 minutes
Place a small group of objects nearby. Ask the child to choose one object.
Use these directions:
- “Touch one block.”
- “Give me one spoon.”
- “Put one sock on the table.”
- “Find one toy.”
Each time, help the child touch the object and say, “One.”
Think-and-Talk Game
Take turns finding one object. Say:
- “I found one pencil.”
- “You found one block.”
Ask: “What is one thing you found?” Encourage the child to answer with a short phrase.
Formative Assessment
Show two small groups: one group with one object and one group with several objects. Ask:
“Which group has one?”
Notice whether the child points to the group with one object. Give gentle feedback: “Yes, that group has one. This group has more than one.”
We Do: Number 1 Movement Game
Time: 5 minutes
Say an action, and have the child do it one time:
- One jump
- One clap
- One turn
- One big stretch
- One gentle tap on the table
Count slowly together: “One!” Then stop.
Say: “We did the action one time. One means just one.”
You Do: Make the Number 1
Time: 8 minutes
Let the child choose one way to practice:
- Air writing: Make a 1 in the air with one finger.
- Finger writing: Trace a large 1 with a finger on the table.
- Play dough: Roll one long piece of play dough and shape it like 1.
- Paper practice: Trace or draw the number 1 on paper.
Give simple directions:
- “Start at the top.”
- “Move your finger down.”
- “You made a 1!”
Do not worry about perfect handwriting. Praise effort and control: “You tried a straight line. That looks like a 1!”
You Do: One-Object Challenge
Time: 5 minutes
Ask the child to complete each challenge independently, offering help when needed:
- Bring one safe object.
- Place one object beside the number 1.
- Find the number 1 from cards labeled 1, 2, and 3.
- Say, “I have one _____.”
Choice and Creativity
Invite the child to choose one favorite object and decorate a paper number 1 with drawings of that object. For example: “You chose one car. You can draw one car beside your 1.”
Real-World Connection
Look around the home together and find examples of one:
- One front door
- One nose
- One moon in the sky
- One spoon on the table
- One favorite stuffed animal
Say: “We use the number 1 every day when we talk about one thing.”
Conclusion: Tell What We Learned
Time: 5 minutes
Hold up the numeral 1 and ask the child to complete these sentences:
- “This number is ____.”
- “One means ____ thing.”
- “I can show one with my ____.”
Review the main ideas:
- “The numeral 1 is called one.”
- “One means just one thing.”
- “We can show one with one finger.”
- “We can make the number 1 with a straight line.”
Finish with a cheerful chant:
“One, one, number one! One little finger, learning is fun!”
Assessment
Formative Assessment During the Lesson
- Observe whether the child points to the numeral 1.
- Ask the child to select one object.
- Listen for the child saying “one.”
- Watch how the child traces or makes the numeral 1.
End-of-Lesson Demonstration
Ask the child to:
- Point to the number 1.
- Give you one object.
- Show one finger.
- Make or trace a 1.
- Say, “I have one ____.”
Ready to move on: The child can complete most tasks with little or no help.
Still practicing: The child needs reminders, modeling, or hand-over-hand support. Repeat the games later in short, playful sessions.
Differentiation and Support
- For a child who needs more support: Use only one object and the numeral 1. Give short directions and model each step.
- For a child developing language: Accept pointing, gestures, or the single word “one.” Model the full sentence slowly.
- For a child with fine-motor difficulty: Use large air movements, finger tracing, play dough, or a thick crayon.
- For a child ready for more: Ask the child to sort groups with one, two, and three objects or find three examples of one around the home.
- For a digital lesson: Use an online whiteboard or hold objects up to the camera. The child can point, count, and draw in the air.
Optional Follow-Up Activity
Create a “Number 1 Hunt.” Walk through the home and find five things that come in a group of one. Draw or talk about each item. End by choosing one item and saying, “I found one ____.”