Number Fun: Learning About the Number 1
Materials Needed
- Large paper or a whiteboard
- Marker or crayon
- One small toy, block, or stuffed animal
- Several safe objects, such as buttons, blocks, or toy animals
- Paper and crayons
- Optional: play dough, music, and a small basket
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the numeral 1.
- Say the number word one.
- Count one object accurately.
- Show one object when asked.
- Trace or make a simple numeral 1.
Success Looks Like
- “I know 1 means one thing.”
- The child can point to or choose the numeral 1.
- The child can give the adult one object.
- The child can try writing or making the shape of 1.
Introduction: One Special Thing
Teacher or parent says: “Today we are going to learn about the number 1. One means just one thing. Can you show me one finger?”
Hold up one finger and invite the child to copy you.
Ask:
- “How many noses do you have?”
- “How many suns do we see in the sky?”
- “Can you find one toy?”
Celebrate each response: “Yes! You found one.”
Body: I Do
1. See the Number 1
Write a large 1 on paper or a whiteboard.
Say: “This is the numeral 1. We call it one. It looks like a straight line with a little hat.”
Trace the number slowly with your finger while saying:
“Down we go. This is 1.”
2. Count One Object
Place one toy in front of the child.
Say: “I see one toy. I touch it and say one.”
Touch the object once and count: “One.” Explain that we stop because there is only one object.
3. Make One With Your Body
Stand up and make a straight body shape like the number 1. Invite the child to copy you.
Try other movements:
- Take one big step.
- Clap one time.
- Jump one time.
- Spin one time.
Body: We Do
1. Find One
Place several groups of objects nearby. For example, place one block in one group, two blocks in another group, and three blocks in a third group.
Say: “Let’s find the group with one block.”
Give clues if needed. Let the child touch and count each group.
2. One or More?
Show the child different amounts of objects, one group at a time.
Ask:
- “Is this one?”
- “How many do you see?”
- “Can you give me one?”
If the child gives you too many objects, gently say, “Let’s try again. I need one. Please give me just one.”
3. Number 1 Song
Sing this short song to a familiar tune:
“One little finger, tap, tap, tap,
One little finger, clap, clap, clap.
One little finger, point to the sun.
One little finger means just one!”
Use one finger for each line and invite the child to copy the actions.
Body: You Do
Activity Choice A: Number 1 Hunt
Invite the child to look around the home for the numeral 1. The child might find it on a clock, book, calendar, label, or toy.
Each time the child finds a 1, say, “You found the number 1!”
Activity Choice B: One-Object Basket
Give the child a basket and ask them to collect one object at a time.
- Say, “Please find one soft thing.”
- Let the child place one item in the basket.
- Try again with “one block,” “one book,” or “one toy.”
Activity Choice C: Make the Number 1
Let the child choose one way to make a number 1:
- Trace a large 1 with a crayon.
- Form a 1 with play dough.
- Make a 1 with a finger in the air.
- Build a 1 with blocks.
- Decorate a large paper 1 with stickers.
While the child works, repeat: “You are making the number 1. One means one.”
Quick Checks for Understanding
Use these questions during the lesson:
- “What number is this?” Show 1.
- “Can you show me one finger?”
- “Can you give me one block?”
- “Which group has one?”
- “Can you make one clap?”
Give specific feedback, such as: “You gave me one block. You counted carefully.”
Real-World Connection
Talk about things that come in ones:
- One nose
- One mouth
- One moon we can see at night
- One favorite toy
- One spoon for snack time
Invite the child to choose one item for a pretend picnic, one toy for a trip, or one book to read.
Assessment: Show What You Know
Ask the child to complete these four tasks:
- Point to the numeral 1.
- Say “one.”
- Give you one object.
- Trace, draw, build, or form the number 1.
Informal assessment: Notice whether the child can identify one object without counting incorrectly or selecting a group with more than one.
Differentiation
For Extra Support
- Use only one object and a group of many objects at first.
- Model each answer before asking the child to try.
- Guide the child’s hand while tracing the numeral 1.
- Use large objects that are easy to see and touch.
- Repeat the same language: “One means just one.”
For an Extra Challenge
- Ask the child to find the numeral 1 in a book or calendar.
- Have the child draw one object beside the numeral 1.
- Ask, “What happens if we add one more?”
- Invite the child to make a set of one object for several family members.
Conclusion: Tell What We Learned
Hold up the numeral 1 and ask:
- “What number is this?”
- “What does one mean?”
- “Can you show me one finger?”
Recap together: “Today we learned that the numeral 1 means one. We found one object, moved one time, and made the number 1.”
End with a celebration: “You did a wonderful job learning about one!”
Optional Follow-Up
During the day, invite the child to notice and name one object at a time: “I see one cup,” “You have one shoe,” or “Let’s choose one book.”