Fun With the Number 1
Materials Needed
- Large paper or a small whiteboard
- Crayon or washable marker
- Number cards or paper with the number 1 written on it
- Small objects such as blocks, buttons, toy animals, or snacks
- Play dough
- One favorite toy or stuffed animal
- Optional: music for a movement game
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the number 1.
- Count one object.
- Show one object when asked.
- Trace or make the shape of the number 1.
- Connect the number 1 to everyday examples.
Success Criteria
The child is successful when they can:
- Point to the number 1.
- Give one object when asked for “one.”
- Say, “This is one.”
- Make a number 1 with a finger, crayon, or play dough.
Introduction: “One Special Thing”
Teacher/Parent says: “Today we are learning about the number 1. One means just one thing. Can you show me one finger?”
Invite the child to hold up one finger. Look around the room together and find things that come in ones, such as:
- One nose
- One sun in the sky
- One favorite toy
- One book
Ask: “What is one thing you can see?”
Body of the Lesson
I Do: Meet the Number 1
Show the child a large number 1.
Teacher/Parent says: “This is the number 1. We say, ‘one.’ The number 1 tells us there is one thing.”
Model counting one object:
- Place one block on the table.
- Touch the block.
- Say slowly, “One.”
- Point to the number 1.
Quick check: Ask, “How many blocks are there?” Help the child answer, “One.”
We Do: Count One Together
Place several objects nearby, but give the child only one object at a time.
Say: “Let’s give the teddy bear one block.”
Work together to:
- Choose one block.
- Count it by saying, “One.”
- Give it to the teddy bear.
Repeat with different objects, such as one spoon, one crayon, or one toy animal.
Think and answer:
- “Can you give me one crayon?”
- “Can you show me one finger?”
- “Can you find one toy?”
Movement Game: “One, Two, Freeze!”
Play music or clap a beat. Invite the child to move. When the music stops, call out an action:
- “Do one jump!”
- “Clap one time!”
- “Take one step!”
- “Touch one knee!”
Celebrate each attempt with encouraging words such as, “You did one jump!”
We Do: Make the Number 1
Show how to make the number 1.
Teacher/Parent says: “Start at the top. Go straight down. That makes a 1.”
Make a large number 1 in the air with your finger. Invite the child to copy you. Then try making a 1:
- In the air
- On paper with a crayon
- In play dough
- With a finger on the table
Do not require perfect writing. Focus on trying the movement and recognizing the number.
You Do: “Show Me One” Hunt
Give the child a number 1 card or point to a written number 1.
Instructions: “Walk around the room and find one thing. Bring it to our number 1.”
The child may choose one safe object, such as a toy, book, sock, or block. Ask:
- “What did you find?”
- “How many did you bring?”
- “Can you touch it and say one?”
Choice Activity
Let the child choose one activity:
- One Snack: Count one cracker, berry, or piece of fruit.
- One-Object Drawing: Draw one sun, one flower, or one balloon.
- Play Dough 1: Make one ball and one number 1.
- One Toy Story: Choose one toy and tell a one-sentence story about it.
Formative Assessment
During the lesson, observe whether the child can:
- Point to the number 1 when shown several numbers.
- Give one object instead of a handful of objects.
- Count one object using one counting word.
- Follow a direction involving one action.
- Attempt to copy the number 1.
If the child needs help, use a gentle prompt: “Let’s touch just one. Which one shall we choose?”
Summative Assessment: Number 1 Show-and-Tell
Ask the child to complete these four tasks:
- Point to the number 1.
- Show one finger.
- Give you one object.
- Make or trace a number 1.
Record success with simple notes or say, “You showed me four ways to use one!”
Differentiation and Support
- For extra support: Use only one object and one number card. Guide the child’s hand gently while counting.
- For a child ready for more: Compare one object with two or three objects. Ask, “Which group has one?”
- For movement learners: Use jumping, clapping, and pointing to practice one.
- For visual learners: Use a large, colorful number 1 and pictures of one object.
- For language learners: Repeat the words “number 1,” “one,” and “one object” throughout the lesson.
- For digital learning: Hold objects up to the camera and ask the child to show one finger or find one object at home.
Conclusion and Recap
Gather the child and the number 1 card.
Ask:
- “What number did we learn today?”
- “How many is one?”
- “Can you show me one finger?”
- “Can you find one thing near you?”
Say together: “One means just one. This is the number 1!”
End with a celebration: do one big clap, one high-five, or one silly dance.