Fun with the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon or washable marker
• Small objects such as blocks, buttons, toy animals, or pom-poms
• Number cards or paper cards showing 1–5
• One small bowl or basket
• Play dough or modeling 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 correctly.
• Show one object when asked.
• Trace or make the shape of the numeral 1.
• Use the word “one” in a simple sentence.

Success Criteria

I can:

• Point to the number 1.
• Give you one object.
• Make a number 1.
• Say, “I have one.”

Introduction: Hook and Objectives

Say: “Today we are going on a number hunt! We are looking for the number that means just one. Can you hold up one finger?”

Invite the child to hold up one finger. Sing or chant:

“One little finger, one little toe,
One little number—here we go!”

Tell the child: “Today we will learn about the number 1. We will find it, count one thing, and make it with our hands and play dough.”

Body: Learning and Practice

1. I Do: Teacher or Adult Demonstration

Show the child a large numeral 1.

Say: “This is the number 1. We say, ‘one.’ One means just one thing.”

Place one block on the table.

Say: “I have one block. Let’s touch it and count: one.”

Use your finger to trace the number in the air:

1. “Start at the top.”
2. “Slide down.”
3. “Now we have 1!”

Draw a large number 1 on paper while the child watches.

2. We Do: Count and Find One

Place a few objects in front of the child. Ask the child to choose one object.

Say: “Please give me one block.”

When the child gives one, count it together: “One!”

Repeat with different objects:

• “Can you find one toy animal?”
• “Can you put one pom-pom in the bowl?”
• “Can you show me one finger?”
• “Can you bring me one book?”

Quick check: Show one object in one hand and several objects in the other hand. Ask, “Which hand has one?” Let the child point and explain.

3. Movement Game: Number 1 Actions

Invite the child to do one action at a time.

• Take one jump.
• Clap one time.
• Turn around one time.
• Tap your knees one time.
• Give one high-five.

Say: “We did one jump. One means we do it one time.”

4. We Do: Make the Number 1

Give the child play dough. Model how to roll one long piece and bend it into the shape of a number 1.

Say: “Let’s make a number 1 together. Start at the top, then go down.”

Next, invite the child to:

• Trace a large 1 with a finger.
• Trace a 1 with a crayon.
• Make a 1 with play dough.
• Draw one dot beside the number 1.

5. You Do: Number Hunt

Hide or place several number cards around the room. Include more than one number 1 and a few other numbers.

Instructions:

1. “Walk around and look for a number 1.”
2. “When you find one, bring it to the basket.”
3. “Tell me, ‘I found one!’”

After the hunt, look at the cards together. Ask:

• “Which card shows 1?”
• “How many objects should we put with the number 1?”

6. Choice Activity

Let the child choose one activity:

• Draw one favorite toy.
• Build a tower with one block.
• Make one pretend birthday candle from play dough.
• Find one item outside, such as one leaf or one pebble.
• Make a “Number 1” collage with one sticker or one piece of paper.

Formative Assessment

During the lesson, observe whether the child can:

• Point to the numeral 1.
• Give exactly one object.
• Count one object without adding another.
• Follow the movement instruction one time.
• Trace or create a recognizable number 1.

If the child gives more than one object, gently say, “Let’s check. We need just one. Take one away. Now we have one.”

Conclusion: Closure and Recap

Place the numeral 1 beside one object.

Ask:

• “What number did we learn today?”
• “How many objects does 1 mean?”
• “Can you show me one finger?”
• “Can you say, ‘I have one’?”

Finish with this chant:

“One is fun! One is one!
One small number—lesson done!”

Summative Assessment

Give the child three tasks:

1. Point to the numeral 1 from a group of number cards.
2. Give you exactly one object.
3. Trace or draw the numeral 1.

Ready-to-move-on goal: The child completes at least two of the three tasks with little or no help.

Differentiation and Support

For Extra Support

• Use only one object and one number card at a time.
• Guide the child’s hand while tracing the number 1.
• Use large objects that are easy to see and hold.
• Repeat the words “one” and “just one” often.

For an Extra Challenge

• Ask the child to find one object in each room.
• Invite the child to compare one object with a group of two or three.
• Ask the child to draw a picture containing one sun, one tree, or one person.
• Practice writing the word one with adult help.

Real-World Connection

Throughout the day, point out examples of one: one shoe, one spoon, one door, one nose, or one moon. Ask, “How many?” and encourage the child to answer, “One.”