Fun with the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon or marker
• One small toy or stuffed animal
• Number cards or a paper with the number 1
• Blocks, buttons, or other safe counting objects
• Paper and crayons
• Optional: song or music for movement

Learning Objectives

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

• Recognize the number 1.
• Count one object correctly.
• Show one object when asked.
• Trace or try writing the number 1.
• Connect the number 1 to everyday examples.

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: The Number 1 Surprise

Say: “Today we are learning about the number 1. Can you show me one finger?”

Hold up one finger and invite the child to copy you. Show one toy and say, “I have one toy. One means just one.”

Fun question: “What is one thing you can see?”

Let the child name or point to one item, such as one chair, one shoe, or one toy.

Tell the Child What We Will Learn

Say: “We will look for the number 1, count one thing, move one time, and make our own number 1.”

Body: Learning and Practice

Part 1: I Do—Meet the Number 1

1. Show the child a large number card or write 1 on paper.
2. Trace the number slowly with your finger.
3. Say, “This is the number 1. It looks like a straight line.”
4. Place one toy beside the number.
5. Say, “The number 1 tells us there is one toy.”

Quick check: “Can you point to the number 1?”

Part 2: We Do—Count One Object

Place a small group of objects in front of the child. Use no more than five objects.

1. Pick up one object and say, “One.”
2. Ask the child to pick up one object.
3. Place the object on a paper labeled 1.
4. Repeat with different objects, such as one block, one button, or one stuffed animal.

Think and answer:

• “Can you give me one block?”
• “How many toys are in your hand?”
• “Is this one toy or two toys?”

Part 3: Move One Time

Invite the child to stand up. Give one-step movement directions:

• “Clap one time.”
• “Jump one time.”
• “Turn around one time.”
• “Touch one toe.”

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

Part 4: We Do—Find the Number 1

Place several number cards or handwritten numbers around the room, including more than one number 1.

1. Say, “Let’s go on a number hunt.”
2. Ask the child to find a number 1.
3. When the child finds one, say, “You found 1!”
4. Invite the child to place one object beside each number 1.

Choice: The child may walk, crawl, tiptoe, or use a toy basket to collect the number 1 cards.

Part 5: I Do, We Do, You Do—Make the Number 1

I Do

Model how to write or trace the number 1:

Say: “Start at the top. Go straight down. This makes 1.”

We Do

Use your finger to draw a large 1 in the air. Invite the child to copy you. Then draw a 1 together on paper.

You Do

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

• Trace a dotted number 1.
• Try drawing a number 1 independently.
• Decorate the number with one sticker or one small drawing.

Celebrate effort. The child does not need to form the number perfectly.

Hands-On Activity: One Treasure Hunt

Ask the child to find one item for each category:

• One soft thing
• One red thing
• One small thing
• One toy

After each discovery, count the item together: “One soft thing. You found one!”

Story and Discussion

Tell a short story:

“One little bear went for a walk. The bear found one flower. The bear waved one time and went home.”

Ask:

• “How many bears were there?”
• “How many flowers did the bear find?”
• “Can you show me one finger for the bear?”

Formative Assessment: Check as You Go

Observe whether the child can:

• Point to the number 1.
• Give one object when asked.
• Count one object without adding extra objects.
• Say or sign the word “one.”
• Attempt to trace or draw the number 1.

Summative Assessment: Show What You Know

Place two number cards, including 1, in front of the child. Ask the child to complete these tasks:

1. “Point to the number 1.”
2. “Give me one object.”
3. “Put one object next to the number 1.”
4. “Show me one finger.”
5. “Try to draw a 1.”

Success means the child completes most tasks with little or no help. Praise the child for trying and participating.

Differentiation and Support

For a Child Who Needs More Support

• Use only one object at a time.
• Guide the child’s hand while counting or tracing.
• Use large objects and a large number card.
• Repeat the same directions with simple words.
• Allow pointing, showing fingers, or signing instead of speaking.

For a Child Ready for More

• Ask the child to find all the number 1 cards.
• Invite the child to draw one object beside each number 1.
• Compare one object with a group of two or three objects.
• Ask, “What happens if we add one more?”
• Invite the child to make a number 1 collage using safe household materials.

Conclusion: Tell What We Learned

Hold up the number 1 and ask:

• “What number is this?”
• “Can you show me one finger?”
• “Can you find one toy?”

Say: “Today we learned that 1 means one. We found one object, moved one time, and practiced making the number 1.”

Closing Song

Sing to the tune of a simple counting song:

“One little finger, tap, tap, tap.
One little finger, clap, clap, clap.
One little finger, point to the sky.
One is the number we learned today!”

Optional Follow-Up

During the day, look for examples of one: one cup, one spoon, one pet, or one shoe. Each time, say, “That is one!”