Fun with the Number 1
Materials Needed
- One favorite toy
- Paper
- Crayons or washable markers
- One paper plate or small bowl
- Small objects such as blocks, buttons, or toy animals
- Number cards or a handwritten card showing 1
- 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.
- Show one object when asked.
- Trace or draw the numeral 1 with help or independently.
- Use the word “one” in a simple sentence.
Success Criteria
I can:
- Point to the number 1.
- Give you one object.
- Say, “One!”
- Make a number 1 using a crayon, finger, or object.
Introduction: Meet the Number 1
Time: 5 minutes
Hold up one favorite toy and say:
“Look! I have one toy. One means just one. Can you show me one finger?”
Invite the child to hold up one finger. Count slowly:
“One!”
Show the number card and say:
“This is the number 1. The number 1 tells us there is one thing.”
Think and talk:
- “Can you find one toy?”
- “How many noses do you have?”
- “Can you show me one clap?”
Body: Learn and Practice
1. I Do: Show One
Time: 5 minutes
Place several objects in front of the child. Choose one object and move it to the paper plate or bowl.
Say:
“I am putting one block in the bowl. Let’s count it: one.”
Point to the single block and then point to the numeral 1.
Model a simple sentence:
“I have one block.”
Quick check: Ask, “How many blocks are in the bowl?” Help the child answer, “One.”
2. We Do: One or More?
Time: 7 minutes
Make two groups: one group with one object and another group with two or three objects.
Point to each group and ask:
“Which group has one? Touch it.”
Repeat with different objects. Let the child explain by saying:
- “One block.”
- “One animal.”
- “One crayon.”
Think-pair-share option: If another person is available, the child can show that person one object and say, “I found one.” For a homeschool activity, the child can show a toy, stuffed animal, or puppet.
3. Movement Game: Number 1 Actions
Time: 5 minutes
Call out one action at a time. The child does each action exactly once.
- One jump
- One clap
- One turn
- One stomp
- One wave
Say the number clearly each time:
“Do one jump. Jump one time!”
After each action, ask, “How many did you do?” Encourage the answer, “One.”
4. We Do: Make the Number 1
Time: 7 minutes
Show the child how to make the numeral 1 in the air.
Say:
“Start at the top. Go down. This makes 1.”
Invite the child to:
- Trace the number 1 with a finger.
- Draw the number 1 with a crayon.
- Make the number 1 with a toy, craft stick, or finger.
Use a simple chant:
“Down we go. That makes 1!”
5. You Do: Find One
Time: 8 minutes
Invite the child to look around the room and find things that come in a group of one.
Give clear directions:
- “Find one toy.”
- “Bring me one book.”
- “Touch one chair.”
- “Choose one crayon.”
After each choice, ask:
“How many did you find?”
Encourage the child to answer, “One.”
Choice: The child may find objects, draw one object, or take a short supervised walk to look for one leaf, one rock, or one flower.
Creative Activity: One Special Thing
Time: 8 minutes
Ask the child to draw one special thing. It may be one sun, one house, one animal, or one favorite toy.
Help the child add the numeral 1 to the picture. Talk together:
- “What is your one thing?”
- “Can you point to your number 1?”
- “Can you tell me, ‘I drew one ___’?”
Celebrate the child’s effort rather than perfect writing.
Assessment
Formative Checks During the Lesson
- Ask the child to show one finger.
- Ask the child to choose one object from a group.
- Ask, “How many?” after each activity.
- Observe whether the child recognizes the numeral 1.
- Watch how the child traces or makes the numeral 1.
End-of-Lesson Demonstration
Place three objects in front of the child and say:
“Please give me one object. Now show me the number 1. How many objects did you give me?”
The child meets the goal when they can complete most of the following with little help:
- Give one object.
- Say “one.”
- Point to the numeral 1.
- Make or trace the numeral 1.
Differentiation and Support
For a Child Who Needs More Help
- Use only one object and one empty space at first.
- Guide the child’s hand while counting and tracing.
- Repeat the same language: “One means just one.”
- Use large objects that are easy to see and touch.
- Practice for short periods with movement breaks.
For a Child Ready for More
- Ask the child to find one object in several different rooms.
- Compare one object with a group of two or three objects.
- Invite the child to write the numeral 1 without tracing.
- Ask the child to make a sentence such as, “I have one red car.”
- Explore groups of one in a storybook or picture book.
Conclusion: Tell What We Learned
Time: 3 minutes
Hold up the number card again and ask:
- “What number is this?”
- “Can you show me one finger?”
- “Can you give me one object?”
Recap together:
“Today we learned about the number 1. One means just one. We counted one object, moved one time, and made the number 1.”
End with one celebratory clap and say:
“We did one great job learning about 1!”
Optional Everyday Practice
During the day, look for one item at a time:
- One spoon at snack time
- One sock while getting dressed
- One toy to put away
- One step, one clap, or one hug