Number Detectives: Exploring 1 and 25

Materials Needed

• 25 small safe objects, such as blocks, buttons, or toy animals
• Number cards showing 1 and 25
• Paper and crayons
• Two bowls or baskets
• Optional: play dough, stickers, or a tablet with a simple counting activity

Learning Objectives

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

• Recognize the numerals 1 and 25.
• Count objects from 1 to 25 with support as needed.
• Show that 1 means “one thing” and 25 means “twenty-five things.”
• Use objects, drawings, or words to compare a group of 1 with a group of 25.

Success Criteria

Success looks like this:

• “I can find the number 1.”
• “I can find the number 25.”
• “I can count 25 objects.”
• “I can show one object and a group of 25 objects.”

Introduction: The Number Detective Mystery

Hook: “A number detective found two mystery numbers: 1 and 25. Can you help find out what they mean?”

Show the number cards. Invite the child to look at them, touch them, and say the numbers.

Say: “Today we will explore the numbers 1 and 25. We will count, build, move, and draw!”

Quick Conversation

• “Can you show me one finger?”
• “How many noses do you have?”
• “Do you think 25 is a small group or a big group?”

Body: Learn and Practice

Part 1: I Do — Modeling the Numbers

Place one object on the table.

Say: “I have one block. One means just one thing.”

Point to the number card 1. Trace the numeral in the air with your finger.

Say: “This is the number 1. It looks like a straight line.”

Next, place 25 objects in a row. Touch each object while counting slowly:

“1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25.”

Say: “This group has 25 objects. The number 25 tells us how many there are.”

Show the card 25. Explain:

“The 2 in 25 means two groups of ten. The 5 means five more. Ten and ten and five make 25.”

Quick Check

• “Point to 1.”
• “Point to 25.”
• “Which number shows just one thing?”
• “Which number shows the bigger group?”

Part 2: We Do — Build and Count Together

Place two bowls on the table. Label one bowl 1 and the other 25.

1. Put one object in the bowl labeled 1.
2. Count 25 objects together into the bowl labeled 25.
3. Touch each object as you count.
4. Look at both bowls and compare them.

Ask:

• “Which bowl has one object?”
• “Which bowl has more objects?”
• “How can we check that the big bowl has 25?”

Movement Count

Invite the child to choose one movement: claps, jumps, stomps, or taps.

• Do the movement once for the number 1.
• Do the movement 25 times while counting aloud together.

Transition: “Our bodies counted the numbers. Now our hands and crayons will show the numbers!”

Part 3: You Do — Number Detective Challenges

Challenge A: Find the Number

Place the number cards a short distance away. Give directions such as:

• “Walk to the number 1.”
• “Touch the number 25.”
• “Bring me the number that shows one.”

Challenge B: Make the Numbers

Let the child choose one method:

• Trace 1 and 25 with a finger.
• Form the numbers with play dough.
• Draw the numbers with crayons.
• Build the numbers with blocks or craft sticks.

Challenge C: Make a Group

Ask the child to make:

• A group with 1 object.
• A group with 25 objects.

Encourage the child to count aloud. If needed, arrange the 25 objects into five groups of five to make counting easier.

Real-World Connection

Talk about where numbers are used in everyday life:

• “We might use 1 when we ask for one snack.”
• “We might count 25 toys when we clean up.”
• “A calendar can have numbers such as 1 and 25.”
• “A book may have page 1 or page 25.”

Invite the child to find a number 1 or 25 somewhere in the home, such as on a book, calendar, clock, package, or toy.

Assessment

Formative Assessment During the Lesson

• Observe whether the child points to the correct numeral.
• Listen for accurate counting and one-to-one touching of objects.
• Ask the child to explain which group has more.
• Notice whether the child can make or trace the numerals.

Summative Demonstration

Ask the child to complete these three tasks:

1. Point to the number 1 and say its name.
2. Point to the number 25 and say its name.
3. Make a group of 25 objects and count them.

Celebrate effort: “You were a careful number detective! You found 1, counted to 25, and showed what the numbers mean.”

Differentiation and Support

For Extra Support

• Begin with counting to 5, then 10, before counting to 25.
• Use larger objects and place them in neat rows.
• Count together instead of asking the child to count alone.
• Cover some of the number card so the child focuses on one numeral at a time.
• Use five groups of five objects to organize the group of 25.

For an Extra Challenge

• Ask the child to make 25 using two different arrangements.
• Ask, “What number comes before 25?” and “What number comes after 25?”
• Invite the child to find and record 1 and 25 in the home.
• Ask the child to create a picture with 1 special object and 25 smaller objects.

Conclusion: Tell What We Learned

Hold up the number cards again and invite the child to complete the sentences:

• “The number 1 means ______.”
• “The number 25 means ______.”
• “I can count to ______.”

Final recap: “Today we learned that 1 means one thing. We learned that 25 means twenty-five things. We counted, built, moved, and made the numbers.”

Optional Follow-Up Activity

During the day, look for numbers in the home. Each time the child finds a 1 or 25, celebrate by saying the number together and describing where it was found.