Fun With the Number 1
Materials Needed
- Large paper or a whiteboard
- Marker or crayon
- Number cards or homemade cards labeled 1–3
- Small objects such as blocks, buttons, toy animals, or socks
- Play dough
- Paper and crayons
- One favorite toy or stuffed animal
- Optional: music for a movement game
Lesson at a Glance
Age: 4 years old
Time: 25–35 minutes, with flexible breaks
Topic: Recognizing, counting, tracing, and using the number 1
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the numeral 1.
- Count one object accurately.
- Show one object when asked.
- Trace or make the number 1.
- Connect the number 1 to real-life examples.
Success Criteria
“I can…”
- Point to the number 1.
- Give you one object.
- Say, “One!” when I count one thing.
- Make a number 1 with a crayon, finger, or play dough.
Introduction: One Special Thing
Hook: Hold up one favorite toy or stuffed animal.
Say: “Look! I have one toy. One means just one. Today we are going to play with the number 1!”
Invite the child to look around and find one special thing. Ask:
- “Can you find one toy?”
- “Can you show me one finger?”
- “How many noses do you have?”
Tell the child: “Today we will learn to see, say, count, and make the number 1.”
Body of the Lesson
Part 1: I Do — Meet the Number 1
Draw a large 1 on paper or a whiteboard.
Say:
“This is the number 1. It looks like a straight line. The number 1 tells us there is one thing.”
Point to the number as you slowly say, “One.” Trace it with your finger while saying:
“Start at the top, go straight down. That makes a 1.”
Show one object beside the numeral 1. Count slowly:
“One block. There is one block.”
Quick check: Show the number 1 and ask, “What number is this?” If needed, say “This is 1. Can you say 1?”
Part 2: We Do — Find One
Place several small groups of objects in front of the child. For example, place one block, two buttons, and three toy animals in separate groups.
Say:
“Let’s find the group that has one thing. Touch each group and count.”
Count together. Let the child point to the group with one object.
Repeat with different objects. Invite the child to help arrange them.
Think and talk:
- “Which group has one?”
- “Can you give me one block?”
- “If I take this one away, how many are left?”
Part 3: Movement Game — One Move
Explain: “When I say 1, we will do one movement.”
Call out one action at a time:
- One jump
- One clap
- One spin
- One big stretch
- One silly dance move
After each action, ask, “How many did we do?” Help the child answer, “One!”
For a quieter option, invite the child to tap one drum, ring one bell, or gently pat the floor one time.
Part 4: We Do — Make the Number 1
Give the child play dough. Demonstrate how to roll one long snake and bend or straighten it to form the number 1.
Say:
“Let’s make one play-dough 1. Start at the top and go straight down.”
Make the number together. The child may also:
- Trace a large 1 with a finger.
- Draw a 1 in the air.
- Draw a 1 in sand, rice, or shaving cream.
- Build a 1 with blocks or craft sticks.
Feedback: Praise the process with specific words: “You started at the top and moved your finger down. That looks like a 1!”
Part 5: You Do — Number 1 Hunt
Invite the child to search for the number 1 around the home. Look at books, calendars, clocks, food packages, or labels.
Give clear directions:
- “Look for a number.”
- “Point to the number 1.”
- “Tell me what you found.”
Each time the child finds a 1, celebrate with a quiet cheer, high-five, or one jump.
Part 6: Creative Choice Activity
Let the child choose one activity:
- Draw: Draw one big balloon, one sun, or one flower. Add the number 1.
- Build: Build a tower with one block and place a 1 card beside it.
- Sort: Find objects that come in ones, such as one nose, one moon in a picture, or one spoon on a table.
- Act it out: Pretend to be one animal, such as one hopping bunny or one roaring lion.
Formative Assessment: Quick Checks
During the lesson, ask the child to:
- Point to the number 1 among number cards.
- Show one finger.
- Hand you one object.
- Count one object without adding another.
- Tell whether a group has one object or more than one.
Notice whether the child can recognize the numeral, understand the amount, and use the word “one.” Do not require perfect handwriting at this age.
Summative Assessment: Show What You Know
Place a number card labeled 1 on the table with several objects nearby. Say:
“Show me the number 1. Now put one object next to it. Can you make a 1?”
The child demonstrates learning by:
- Choosing the correct number card.
- Placing exactly one object beside it.
- Saying “one” while counting.
- Drawing, tracing, building, or forming the number 1.
Differentiation and Support
For a Child Who Needs More Support
- Use only one object and one number card at a time.
- Guide the child’s hand while tracing the number.
- Use large objects that are easy to see and touch.
- Repeat the phrase, “One means just one.”
- Allow pointing, showing, or moving instead of answering with words.
For a Child Ready for More
- Ask the child to find the number 1 in different places.
- Compare one object with groups of two or three.
- Ask the child to draw one object and write 1 beside it.
- Invite the child to teach a stuffed animal about the number 1.
- Ask, “Can you find something that comes in one and something that comes in two?”
Conclusion: Tell What We Learned
Gather the child and the favorite toy together. Review the lesson by asking:
- “What number did we learn today?”
- “Can you show me one finger?”
- “Can you give the toy one hug?”
- “What does the number 1 mean?”
Say:
“Today we learned that the number 1 means one thing. We found 1, counted 1, moved 1 time, and made the number 1!”
End with one celebratory action, such as one clap or one high-five.
Optional Follow-Up
During the day, look for natural examples of one: one cup, one shoe, one book, or one person. Ask, “How many?” and let the child answer, “One!”