Fun With the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayons or washable markers
• Number cards, including a card with the number 1
• Small objects to count, such as blocks, buttons, toy animals, or socks
• Paper and child-safe scissors
• Optional: play dough, stickers, and music

Learning Objectives

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

• Recognize the written number 1.
• Say the number 1.
• Count one object.
• Show one object when asked.
• Trace or make the shape of the number 1.

Success Criteria

The child is successful when they can:

• Point to the number 1.
• Give the adult one object.
• Count one object by saying, “One.”
• Make a number 1 with a crayon, finger, or play dough.

Introduction: One Special Thing

Time: 5 minutes

Place one interesting object in front of the child, such as one toy animal or one colorful block.

Say:

“Look! I have one block. One means just one. Today we are going to play with the number 1.”

Ask:

• “How many blocks do you see?”
• “Can you show me one finger?”
• “Can you find one toy?”

Show the number card with 1 and say:

“This is the number 1. Let’s say it together: one!”

Body of the Lesson

1. I Do: Meet the Number 1

Time: 5 minutes

Draw a large number 1. Explain in simple language:

“The number 1 looks like a straight line with a little top. This number tells us there is one thing.”

Point to one object and then to the number 1.

Say:

“One bear goes with the number 1. One spoon goes with the number 1. One means not two—just one.”

Trace the number 1 slowly with your finger while saying:

“Down, down, down. This is 1!”

2. We Do: Find One

Time: 10 minutes

Place several groups of objects nearby. For example, make groups with one block, two blocks, and three blocks.

Invite the child to look at each group. Ask:

• “Which group has one block?”
• “Can you touch one block?”
• “Can you give me one toy?”

Count together. Touch each object only once.

“One block. This group has one.”

Use a think-pair-share variation suitable for homeschool:

1. Think: “Look quietly. Which group has one?”
2. Tell: “Tell me your answer.”
3. Show: “Show me by touching the group with one.”

Quick Check: Hold up one object and then two objects. Ask, “Which one shows one?”

3. Movement Game: One-Step Number Hunt

Time: 5 minutes

Place the number 1 card somewhere in the room.

Give the child simple directions:

• “Take one step to the number 1.”
• “Clap one time.”
• “Jump one time.”
• “Touch one blue thing.”
• “Bring me one toy.”

Celebrate each attempt:

“You did one jump! One means one time.”

4. We Do: Make the Number 1

Time: 10 minutes

Choose one or more ways to make the number:

• Trace a large 1 with a finger.
• Trace a 1 in the air.
• Build a 1 with play dough.
• Make a 1 with blocks.
• Place one sticker on a written number 1.

Model the motion:

“Start at the top. Go down. Let’s make 1!”

Let the child choose the material they would like to use. Ask:

• “Which way would you like to make 1?”
• “Can you make one number 1?”

5. You Do: My Number 1 Page

Time: 10 minutes

Give the child paper and crayons. Help the child complete these activities:

1. Trace one large number 1.
2. Draw one thing they like.
3. Color one object.
4. Circle the number 1 among a few other numbers, if appropriate.

Invite the child to talk about the page:

“What is your one thing? Can you point to your number 1?”

Provide specific feedback:

“You found the number 1 and drew one sun. You showed one very carefully.”

Real-World Connection: One in Our Home

Time: 5 minutes

Walk around the home and look for things that come in groups of one.

Possible examples include:

• One front door
• One refrigerator
• One nose on a stuffed animal
• One family pet
• One pillow chosen by the child

Say:

“We use numbers every day. The number 1 helps us talk about one thing.”

Assessment

Formative Checks During the Lesson

• Ask the child to point to the number 1.
• Ask the child to give you one object.
• Ask the child to show one finger.
• Watch whether the child counts one object once.
• Observe how the child traces or makes the number 1.

End-of-Lesson Demonstration

Place the number 1 card beside cards with other numbers, if available. Ask the child to:

1. Find the number 1.
2. Place one object beside it.
3. Say, “One.”
4. Make the number 1 in the air or on paper.

The child does not need to complete every task perfectly. Celebrate recognition, counting, movement, and effort.

Differentiation and Choices

For a Child Who Needs More Support

• Use only one object at a time.
• Use large, brightly colored number cards.
• Guide the child’s hand while tracing.
• Repeat the same language: “One means just one.”
• Let the child respond by pointing, touching, or showing a finger instead of speaking.

For a Child Ready for More

• Find the number 1 in books, on a calendar, or on signs.
• Ask the child to find one item in several different rooms.
• Compare one object with a group of two or three objects.
• Practice writing 1 several times using different materials.
• Create a “number 1” poster with one drawing and one sticker.

Conclusion and Recap

Time: 5 minutes

Hold up the number 1 card and ask:

• “What number is this?”
• “Can you show me one finger?”
• “Can you find one object?”
• “How do we make the number 1?”

Review the main idea:

“Today we learned that 1 means one thing. We found one, counted one, and made the number 1.”

Finish with one clap and say together:

“One big clap for learning number 1!”

Optional Follow-Up Activity

During the day, invite the child to find one item whenever they hear the phrase “number 1.” For example, ask, “Can you bring me one spoon?” or “Can you find one red toy?” Repeat the activity naturally during play, snack time, or cleanup.