Fun with the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon or washable marker
• Small objects, such as blocks, buttons, or toy animals
• One favorite toy or stuffed animal
• Paper and stickers
• Optional: music for a counting song

Learning Objectives

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

• Recognize the numeral 1.
• Say that 1 means “one thing.”
• Count one object correctly.
• Trace or try to write the numeral 1.
• Find examples of one thing in everyday life.

Success Criteria

I can:

• Point to the number 1.
• Show one object when asked.
• Count, “One!”
• Make a number 1 with my finger, a crayon, or an object.

Introduction: Meet the Number 1

Estimated time: 5 minutes

Hold up one favorite toy and say:

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

Show a large numeral 1. Invite the child to trace it in the air with a finger.

Say:

“This is the number 1. It looks like a straight line. Can you make a straight line with your finger?”

Body

I Do: See and Count One

Estimated time: 5 minutes

1. Place one block on the table.
2. Touch the block and say, “One.”
3. Show the numeral 1 and say, “This number tells us there is one block.”
4. Place a group of several blocks nearby and say, “This is more than one. I only need one.”

Repeat with different objects, such as one spoon, one sock, or one toy animal.

Quick check: Ask, “How many blocks should I give you if I say one?”

We Do: Find One

Estimated time: 8 minutes

Play “Find One.” Give the child simple directions:

• “Bring me one toy.”
• “Touch one chair.”
• “Find one blue thing.”
• “Show me one finger.”
• “Hop one time.”

After each direction, count together: “One!”

Use a playful voice and celebrate correct answers by saying, “You found one!”

We Do: Number 1 Movement Song

Estimated time: 5 minutes

Sing this simple chant while doing the actions:

“One, one, touch your nose.
One, one, touch your toes.
One big clap, then we are done.
Hooray for number one!”

Repeat the chant and let the child choose a new one-time action, such as one jump, one spin, or one stomp.

You Do: Make the Number 1

Estimated time: 10 minutes

Offer the child a choice of activities:

• Trace: Draw several large dotted number 1s for the child to trace.
• Build: Make the number 1 using one craft stick, a strip of paper, or a line of blocks.
• Draw: Let the child draw a large number 1 with a crayon.
• Finger-write: Trace the number 1 in sand, flour, or the air.

Use simple directions:

“Start at the top. Make one straight line going down.”

Do not worry about perfect handwriting. Encourage the attempt and say, “You made a number that looks like 1!”

You Do: One Sticker Picture

Estimated time: 8 minutes

1. Give the child a piece of paper with a large number 1 on it.
2. Ask the child to place one sticker on the paper.
3. Invite the child to draw one object beside the sticker.
4. Ask, “How many stickers did you use?”

Help the child answer, “One sticker.”

Real-World Connection

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

• One front door
• One nose
• One sun in the sky
• One favorite stuffed animal
• One cup used for the activity

Ask:

“What is one thing you can find?”

Formative Assessment

Check understanding during the lesson by asking the child to:

• Point to the numeral 1 among two or three numerals.
• Give you one object.
• Show one finger.
• Count one object.
• Make the number 1 in the air or with a crayon.

Give specific feedback:

“You touched only one block. You counted carefully.”

Summative Assessment: Show What You Know

Ask the child to complete these four tasks:

1. Point to the number 1.
2. Give you one object.
3. Show one finger.
4. Try to write or build the number 1.

The child meets the lesson goal when they can complete most tasks with little or no help.

Differentiation

For Extra Support

• Use only one object at a time.
• Guide the child’s hand while tracing the number 1, if needed.
• Repeat the words “one thing” often.
• Use large objects and a large number 1.
• Allow pointing, touching, or showing a finger instead of speaking.

For an Extra Challenge

• Ask the child to find the number 1 in a book or on a calendar.
• Invite the child to draw one object and write the number 1 beside it.
• Ask, “What would happen if we added one more?”
• Have the child sort groups into “one” and “more than one.”

Conclusion and Recap

Estimated time: 5 minutes

Hold up the numeral 1 and ask:

• “What number is this?”
• “How many things does 1 mean?”
• “Can you show me one finger?”
• “Can you find one thing in the room?”

Finish by saying:

“Today we learned that 1 means one thing. We found one, counted one, and made the number 1. You did a great job learning about number one!”

Optional Follow-Up Activity

During the day, invite the child to play “Spot One.” Whenever the child sees one thing, they can say, “I found one!” Examples include one bird, one spoon, or one red car.