Fun with the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon or washable marker
• One small toy or stuffed animal
• Number cards, including the number 1
• Small objects to count, such as blocks, buttons, or pom-poms
• Play dough or modeling clay
• Paper and crayons
• 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.
• Match the number 1 to a group with one object.
• Trace or make 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, and make 1.”

Introduction: Hook and Objectives

Time: 5 minutes

Hold up one toy and say:

“Look! I have one toy. Can you show me one finger?”

Invite the child to show one finger. Explain:

“Today we are going to play with the number 1. The number 1 means one thing.”

Show the number card with 1 and say:

“This is the number 1. Say it with me: one.”

Body of the Lesson

Part 1: I Do — Meet the Number 1

Time: 5 minutes

1. Draw a large number 1 on paper or a whiteboard.
2. Point to it and say, “This is 1.”
3. Hold up one finger and say, “One finger.”
4. Place one toy on the table and say, “One toy.”
5. Show two or more toys briefly and say, “That is more than one. We are looking for one.”

Talking points:

• “One means just one.”
• “The number 1 tells us how many.”
• “I see one toy.”

Quick check: Ask, “Which card shows 1?” Give the child two cards and let them point to the correct one.

Part 2: We Do — Find One

Time: 8 minutes

Place small groups of objects on the table. Make some groups have one object and others have two or three.

Invite the child to find the group with one object.

Use these prompts:

• “Let’s touch each object.”
• “How many are here?”
• “Can you find one block?”
• “Can you put one pom-pom beside the number 1?”

Practice matching:

1. Place the number 1 card on the table.
2. Ask the child to choose one object.
3. Have the child place the object next to the card.
4. Say together, “Number 1 matches one object.”

Think-and-talk moment: Ask, “What is one thing you can see in this room?” Accept answers such as one window, one lamp, or one table.

Part 3: Movement Game — Show Me One

Time: 5 minutes

Call out an action and the number 1. The child does the action one time.

• “Clap one time.”
• “Jump one time.”
• “Turn one time.”
• “Tap your knees one time.”
• “Touch one toy.”

Pause after each action and ask, “How many times did you do it?” Help the child answer, “One.”

Part 4: We Do — Make the Number 1

Time: 7 minutes

Use play dough to make the number 1 together.

1. Roll the play dough into a long snake.
2. Place it on top of a large written number 1.
3. Trace the number with a finger while saying, “Down, then a little line.”
4. Invite the child to make their own number 1.

Offer another option if the child prefers:

• Trace the number 1 with a crayon.
• Draw the number 1 in sand, rice, or flour.
• Build the number 1 with blocks.

Encouragement: “You made a number 1! It has one long line.”

Part 5: You Do — Number 1 Treasure Hunt

Time: 8 minutes

Invite the child to find one item in a safe area of the home.

Say:

“Find one safe thing. Bring just one thing to our number 1 card.”

After the child returns, ask:

• “What did you find?”
• “How many did you bring?”
• “Can you show me one finger?”

Repeat once or twice with different objects. Let the child choose what to find.

Creative Activity: One Special Picture

Time: 7 minutes

Ask the child to draw one special thing, such as one sun, one flower, or one pet.

Help the child write or trace the number 1 on the paper. Say:

“Your picture has one special thing. Let’s write 1 to show one.”

Invite the child to decorate the number 1 with crayons, stickers, or dots.

Assessment

Formative Checks During the Lesson

• Ask the child to point to the number 1.
• Ask the child to show one finger.
• Ask the child to choose one object.
• Ask the child to clap one time.
• Watch whether the child matches one object to the number 1.

End-of-Lesson Demonstration

Give the child three number cards or written numbers, including 1, and three small groups of objects.

Ask the child to:

1. Find the number 1.
2. Find the group with one object.
3. Match the group to the number card.
4. Show one finger.
5. Trace or make the number 1.

Success target: The child completes at least four of the five tasks with support as needed.

Differentiation and Support

For a Child Who Needs More Help

• Use only one number card and one object at first.
• Guide the child’s hand as they count one object.
• Use repeated phrases: “One finger. One toy. Number 1.”
• Allow pointing, touching, or showing instead of speaking.
• Practice for short periods with movement breaks.

For a Child Ready for More

• Ask the child to find one object in several different rooms.
• Invite the child to sort groups into “one” and “not one.”
• Ask, “What happens if we add one more?”
• Let the child make a number 1 pattern using blocks or stickers.
• Invite the child to teach a toy how to find one.

Conclusion and Recap

Time: 3 minutes

Show the number 1 again and ask:

• “What number is this?”
• “Can you show me one finger?”
• “Can you give me one toy?”
• “What does one mean?”

Finish with this chant while holding up one finger:

“One little finger, up in the air.
One little number, 1 is there!
One toy, one clap, one big smile—
We learned about 1 in a fun way!”

Encourage the child by saying:

“Today you found 1, said 1, showed 1, and made 1!”

Optional Everyday Practice

During the day, look for examples of one:

• One spoon at snack time
• One shoe to put away
• One book to read
• One hug
• One toy to place in a basket