Fun With the Number 1
Materials Needed
- Number card with the numeral 1
- One small toy or stuffed animal
- Small collection of safe objects, such as blocks, buttons, or pom-poms
- Paper and crayons
- Play dough
- 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.
- Practice making the shape of the numeral 1.
- Use the word “one” in a simple sentence.
Success Criteria
Success looks like this:
- “I can point to the number 1.”
- “I can give you one toy.”
- “I can make a number 1 with my finger, crayon, or play dough.”
- “I can say one.”
Introduction: One Special Toy
Time: 5 minutes
Place one toy in front of the child.
Say: “Look! I have one toy. One means just one. Can you touch the one toy?”
Invite the child to hold the toy and say, “One toy.”
Hook: Ask, “Can you find one thing in the room that you would like to show me?”
Let the child choose one safe object.
Body: I Do
Time: 5 minutes
1. See the Number
Show the number card.
Say: “This is the number 1. We say, ‘one.’ The number 1 tells us there is one thing.”
Trace the number 1 in the air with your finger while saying:
“Start at the top. Go straight down. That makes 1!”
2. Count One Object
Place one block on the table.
Touch it and say slowly: “One.”
Explain: “I touched one block. I stopped because there is only one.”
Body: We Do
Time: 10 minutes
One Object Hunt
Place several groups of objects nearby. For example, make one group with one block, another with two blocks, and another with three blocks.
- Ask the child to find the group with one object.
- Have the child touch the object and say, “One.”
- Mix the objects and try again.
Use simple questions:
- “Which group has one?”
- “Can you give me one block?”
- “Do you have one or more than one?”
Move Like One
Give movement directions:
- “Take one jump.”
- “Clap one time.”
- “Stomp one foot.”
- “Spin one time.”
After each movement, ask, “How many did you do?” Encourage the child to answer, “One!”
Body: You Do
Time: 10–15 minutes
Choose One Activity
Let the child choose one of the following activities.
Option A: Make the Number 1
- Draw a large number 1 on paper.
- Invite the child to trace it with a crayon.
- Let the child decorate it with one sticker, one dot, or one small drawing.
Option B: Build a Number 1
- Roll play dough into a long snake.
- Shape it into the number 1.
- Ask the child to trace it with a finger and say, “This is 1.”
Option C: Find One
Ask the child to find one item from different parts of the home.
- One spoon
- One book
- One sock
- One toy
Each time, have the child bring back one item and say its name with the number: “One book.”
Formative Assessment: Quick Checks
Pause during the activities and ask:
- “Point to the number 1.”
- “Show me one finger.”
- “Can you give me one object?”
- “How many toys are in your hand?”
Give specific feedback:
- “You gave me exactly one block.”
- “You found the number 1.”
- “You counted carefully and stopped at one.”
Real-World Connection
Talk about things that often come in ones:
- “We have one nose.”
- “You can wear one hat at a time.”
- “A traffic light has one red light at the top.”
- “You are one special person.”
Ask: “What is one thing you use every day?”
Summative Assessment: Show Me One
Give the child a small collection of objects and ask the child to complete these tasks:
- Point to the numeral 1.
- Give you one object.
- Show one finger.
- Make a number 1 in the air, on paper, or with play dough.
- Say a sentence such as, “I have one ball.”
Suggested evaluation:
- Developing: The child needs reminders or help.
- Progressing: The child completes some tasks independently.
- Ready: The child recognizes, counts, shows, and makes 1 independently.
Differentiation
For Extra Support
- Use only one object at a time before adding groups with more objects.
- Guide the child’s hand while tracing the number 1.
- Repeat the same language: “One means just one.”
- Use large objects that are easy to see and hold.
For an Extra Challenge
- Ask the child to find the number 1 in a book or on a clock.
- Invite the child to draw one object beside the numeral 1.
- Ask, “What happens if I add one more?”
- Have the child sort groups into “one” and “more than one.”
Conclusion and Recap
Time: 5 minutes
Hold up the number card again and say:
“Today we learned about the number 1. One means just one. We found one object, moved one time, and practiced making 1.”
Invite the child to finish these sentences:
- “The number we learned was ___.”
- “One means ___.”
- “I can show one by holding up ___ finger.”
End with a cheerful chant:
“One, one, number one! Learning numbers is lots of fun!”