Fun with the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon or washable marker
- One small toy or household object
- Several blocks, buttons, or pom-poms
- Number cards or handwritten cards showing 1, 2, and 3
- Play dough or modeling clay
- Paper and crayons
- Optional: a short counting song
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 shape of the numeral 1.
- Use the word “one” in a simple sentence.
Success Criteria
“I can…”
- Point to the number 1.
- Give you one object.
- Say, “That is one.”
- Try to draw or build the number 1.
Introduction: One Special Thing
Time: 5 minutes
Place one favorite toy in front of the child.
Say: “Look! I have one toy. One means just one. Can you say ‘one’?”
Invite the child to touch the toy while saying, “One.”
Hook question: “Can you find one thing near you? Maybe one shoe, one cup, or one stuffed animal.”
Tell the child: “Today we will play and learn about the number 1. We will find one thing, count one thing, and make the number 1.”
Body of the Lesson
1. I Do: Meet the Number 1
Time: 5 minutes
Write or show a large numeral 1.
Say: “This is the number 1. We say, ‘one.’ The number 1 tells us there is one thing.”
Show one block beside the numeral 1.
Say: “One block. The number 1 matches one block.”
Use your finger to trace the number slowly from top to bottom.
Say: “Start at the top. Go down. This makes a 1.”
Quick check: Show the cards 1, 2, and 3. Ask, “Which card shows one?” Let the child point to the card. Celebrate effort and gently guide the child if needed.
2. We Do: Find One
Time: 8 minutes
Place a small group of objects nearby. For example, use three blocks, two crayons, and one toy.
Say: “Let’s find one toy. Can you touch one toy?”
Practice with different objects:
- “Give me one block.”
- “Put one crayon on the table.”
- “Choose one book.”
- “Can you hold one pom-pom?”
Each time, help the child count only the chosen object: “One.”
Think-and-talk prompt: “What is one thing you can see?”
Transition: “We found one. Now our fingers will help us make one.”
3. We Do: Make the Number 1
Time: 8 minutes
Invite the child to make the number 1 in one of these ways:
- Trace a large number 1 with a finger.
- Build a number 1 with play dough.
- Make a number 1 using blocks or craft sticks.
- Draw a number 1 in the air.
Say: “Watch me. I start at the top and go down. Now you try.”
Allow the child to choose a method. The goal is to explore the shape, not to make perfect handwriting.
Encouraging feedback: “You started at the top.” “You made a long line.” “You are practicing the number 1.”
4. You Do: One-Object Hunt
Time: 8 minutes
Invite the child to walk around the room and find objects one at a time.
Instructions:
- Find one safe object.
- Bring it to the learning space.
- Say what it is.
- Say, “I found one ____.”
For example: “I found one spoon.”
Repeat two or three times with different objects. Make sure the child brings only one object each time.
Choice: The child may choose to hunt for one toy, one book, one sock, or one kitchen item.
5. Movement Game: Freeze on One
Time: 5 minutes
Ask the child to move while you count slowly. When you say “one,” the child freezes and holds up one finger.
Try different movements:
- Jump and freeze on one.
- Clap and freeze on one.
- March and freeze on one.
- Spin carefully and freeze on one.
Say: “Move, move, move! One—freeze!”
This activity connects the word “one,” the numeral 1, and one finger.
Formative Assessment: Show Me One
Time: 3 minutes
Ask the child to complete these quick tasks:
- Point to the numeral 1.
- Show one finger.
- Give you one object.
- Count one object by saying “one.”
If the child is unsure, model the answer and try again through play. Avoid making the activity feel like a test.
Creative Practice: My Number 1 Picture
Time: 8 minutes
Give the child paper and crayons. Help the child write or trace a large number 1.
Ask the child to draw one thing next to it, such as:
- One sun
- One flower
- One balloon
- One pet
- One favorite toy
Talk while creating: “You drew one balloon. The number 1 tells us there is one balloon.”
Conclusion: Tell What We Learned
Time: 5 minutes
Show the numeral 1 again and place one object beside it.
Ask:
- “What number is this?”
- “How many objects are here?”
- “Can you show me one finger?”
- “What is one thing you found today?”
Recap: “Today we learned that the number 1 means one thing. We found one object, counted one object, and practiced making the number 1.”
End with a simple chant:
“One little finger, hold it up.
One little toy, pick it up.
One is fun—we know it’s true!
Number 1 is what we knew!”
Summative Assessment
Invite the child to complete this short demonstration:
- Choose the numeral 1 from three cards.
- Place one object next to the card.
- Say, “One.”
- Trace, build, or draw the numeral 1.
Suggested evaluation:
- Beginning: Needs help recognizing or showing one.
- Developing: Recognizes or shows one with reminders.
- Ready: Recognizes 1, shows one object, and says “one” independently.
Differentiation and Adaptations
For Extra Support
- Use only one object at a time before adding other objects.
- Use hand-over-hand guidance while tracing.
- Repeat the same language: “One means just one.”
- Let the child point, touch, or gesture instead of answering verbally.
- Practice for short periods with movement breaks.
For an Extra Challenge
- Ask the child to find one object in different rooms.
- Invite the child to notice the number 1 in a book, calendar, or house number.
- Ask, “Can you make a group with one red object?”
- Compare one object with a group of two or three objects.
- Invite the child to write a simple sentence: “I have one ____.”
Real-World Connection
During the day, point out natural examples of one: one nose, one moon in a picture, one plate at a place setting, or one sock being put away. Say, “I see one. That connects to the number 1.”
Optional Follow-Up Activity
Read a counting book that includes the number 1. Each time the child sees one object, pause and ask, “How many?” Encourage the child to answer, “One.”