Fun with the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon or washable marker
• Number cards, including the number 1
• Small objects such as blocks, toy animals, or buttons
• Paper plate or small bowl
• Stickers
• Optional: music for a movement game

Learning Objectives

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

• Recognize the numeral 1.
• Say the number one.
• Count one object correctly.
• Show one object when asked.
• Trace or make the number 1 with support.
• Connect the number 1 to real-life examples.

Success Criteria

“I know I can do it when I can point to 1, count one thing, show one finger, and make a number 1.”

Introduction: Meet the Number 1

Hook

Hold up one toy or object and say:

“Look! I have one teddy bear. How many teddy bears do I have?”

Invite the child to answer. Celebrate the response by saying, “Yes! One means just one.”

Tell the Learner

Say:

“Today we are going to learn about the number 1. We will find it, count one thing, move one time, and make the number 1.”

Body: Learn and Practice

I Do: Teacher or Adult Demonstration

1. Show the numeral:

   Hold up a number card with 1. Say, “This is the number 1. It means one.”

2. Show one object:

   Place one block on the table. Touch it and count slowly: “One.”

3. Show one finger:

   Hold up one finger and say, “This is one finger.”

4. Model writing:

   Draw a straight line down to make the number 1. Say, “Start at the top and go down.”

Quick Check

Ask:

• “Can you point to the number 1?”
• “How many blocks are here?”
• “Can you show me one finger?”

Give encouraging feedback such as, “You found 1!” or “You counted one block carefully.”

We Do: Practice Together

Activity 1: Find One

Place several groups of objects nearby. Some groups should have one object, while others have two or three.

1. Ask the child to find the group with one object.
2. Let the child touch the object and say, “One.”
3. Repeat with different objects, such as one spoon, one car, or one stuffed animal.

Activity 2: One-Step Movement Game

Say a movement and have the child do it exactly one time:

• “Clap one time.”
• “Jump one time.”
• “Spin one time.”
• “Tap your knees one time.”

Pause and ask, “How many times did you clap?”

Activity 3: Make a Group of One

Place a bowl or paper plate in front of the child. Give the child a small collection of objects.

1. Ask, “Please put one block in the bowl.”
2. Check the bowl together.
3. Say, “There is one block in the bowl.”
4. Empty the bowl and repeat with other objects.

You Do: Independent Practice

Choice Activity A: Number 1 Art

1. Write or lightly trace a large number 1 on paper.
2. Invite the child to trace it with a crayon.
3. Let the child decorate it with one sticker, one dot, or one small drawing.
4. Ask, “What number did you make?”

Choice Activity B: One Treasure Hunt

Ask the child to find one item in each area of the home. Examples include:

• One sock
• One book
• One toy
• One spoon

After each find, the child says, “I found one!”

Choice Activity C: Build One

Ask the child to make something using exactly one building block, one piece of clay, or one craft stick. Talk about how the object has one part.

Real-World Connection

Look around the home together and notice things that come in ones:

• One nose
• One mouth
• One sun in the sky
• One family pet, if applicable
• One front door

Ask, “Can you find one thing?”

Formative Assessment

During the lesson, observe whether the child can:

• Point to the numeral 1.
• Say “one.”
• Count one object without adding extra numbers.
• Give or select one object.
• Follow a one-step movement instruction.

Summative Assessment: Show Me One

Give the child a small collection of objects and a number card. Ask the child to complete these tasks:

1. “Show me the number 1.”
2. “Give me one object.”
3. “Show me one finger.”
4. “Count this group.”
5. “Make a number 1.”

Celebrate effort and accuracy. The child does not need to complete every task perfectly in one lesson.

Differentiation and Support

For Extra Support

• Use only one object at a time.
• Guide the child’s hand while tracing the number 1.
• Use large objects that are easy to see and touch.
• Repeat the words, “One means just one.”
• Offer choices: “Is this 1 or 3?”

For an Extra Challenge

• Ask the child to find the number 1 in a book or on a calendar.
• Ask the child to draw one object next to the numeral 1.
• Invite the child to make a group of one and explain how they know it is one.
• Look for the number 1 on signs, labels, or a digital device.

Conclusion: Tell What We Learned

Gather the materials and review the number card together. Ask:

• “What number did we learn?”
• “How many things does one mean?”
• “Can you show me one finger?”
• “Can you find one thing in the room?”

Finish with a short chant:

“One, one, number one! One finger, one clap, learning is fun!”

Key takeaway: The number 1 means one single thing.