Fun with the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon or washable marker
- Number cards or a paper with the number 1
- Small toys, blocks, or snacks
- One paper plate or small bowl
- Play dough or craft sticks
- Optional: music for a short movement game
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the number 1.
- Say that 1 means “one.”
- Count one object correctly.
- Trace or make the number 1.
- Find examples of one item in everyday life.
Success Criteria
Success looks like this:
- “I can point to the number 1.”
- “I can show one object.”
- “I can say, ‘There is one.’”
- “I can try to make the number 1.”
Introduction: Hook and Objectives
Time: 5 minutes
Show the child one favorite toy.
Say: “Look! I have one toy. Today we will play and learn about the number 1.”
Ask:
- “How many toys do I have?”
- “Can you hold up one finger?”
- “Can you find one thing near you?”
Let the child explore and answer without worrying about mistakes. Celebrate attempts with phrases such as, “You are thinking carefully!”
Body of the Lesson
1. I Do: Meet the Number 1
Time: 5 minutes
Show a large number 1.
Say: “This is the number 1. We say, ‘one.’ One means just one thing.”
Point to the number and trace it slowly with your finger while saying:
“Start at the top. Go straight down. That makes 1!”
Place one block on the table. Touch it once and say, “One block.”
Show a group of two or three blocks and say, “This is more than one. We are looking for just one.”
Quick Check: Ask the child to point to the number 1 and show one finger.
2. We Do: One-Object Hunt
Time: 8 minutes
Invite the child to look around the room for objects that can be collected one at a time.
Give clear directions:
- “Find one soft thing.”
- “Find one blue thing.”
- “Find one book.”
- “Find one toy.”
Each time, help the child place the object on the paper plate or in the bowl.
Ask: “How many are in the bowl right now?” If there is one object, help the child say, “One!” Return the object before finding the next one so that the child focuses on the idea of one.
Think and Talk: Ask, “Can you find one thing that you use every day?”
3. We Do: Number 1 Movement Game
Time: 5 minutes
Explain: “When I say ‘1,’ do one movement.”
Try these movements:
- One clap
- One jump
- One stomp
- One twirl
- One silly face
Say the number clearly before each movement: “One clap!” Pause so the child can complete exactly one action.
For an extra challenge, say “two claps” once or twice and ask, “Was that one or more than one?”
4. I Do, Then We Do: Make the Number 1
Time: 7 minutes
Model making the number 1 using a crayon, play dough, or craft stick.
Say:
“The number 1 is a straight line. Start at the top and move down.”
Invite the child to:
- Trace the number 1 with a finger.
- Trace it with a crayon.
- Build it with play dough or a craft stick.
- Draw a large number 1 in the air.
Do not require perfect handwriting. Encourage the child to try the movement.
5. You Do: Number 1 Choice Activity
Time: 8 minutes
Let the child choose one activity:
Choice A: One Sticker Picture
Give the child a piece of paper. Ask the child to place one sticker on it and draw one thing around the sticker.
Choice B: One-Block Tower
Ask the child to build a tower with one block. Then ask, “How many blocks are in your tower?”
Choice C: One Snack Plate
Place one safe snack on a plate. Ask the child to describe it using one word, such as “red,” “round,” or “crunchy.”
Choice D: Number 1 Treasure Hunt
Ask the child to find one item for each category: one toy, one book, and one item of clothing.
Formative Assessment
During the activities, check whether the child can:
- Point to the number 1.
- Show one finger.
- Give one object when asked.
- Tell whether a group has one object or more than one.
- Attempt to trace or create the number 1.
Use gentle prompts when needed:
- “Let’s touch each object one time.”
- “Which group has just one?”
- “Can you give me one?”
- “Let’s start at the top and go down.”
Summative Assessment: Show Me One
Time: 5 minutes
Ask the child to complete these four tasks:
- Point to the number 1.
- Show one finger.
- Give you one object.
- Make or trace the number 1.
Celebrate the child’s work: “You showed me one in many ways. You found one, counted one, and made the number 1!”
Conclusion and Recap
Hold up the number 1 and ask:
- “What number is this?”
- “How many is one?”
- “Can you show me one finger?”
- “What is one thing you liked doing today?”
End with a simple chant:
“One little finger, one little nose, one number 1 from top to toes!”
Differentiation and Support
- For extra support: Use only two choices at a time, such as one block and a group of blocks. Guide the child’s hand while counting.
- For a child ready for more: Ask the child to find the number 1 in a book, on a calendar, or on a digital device. Compare one with two.
- For sensory learning: Trace the number 1 in sand, rice, shaving cream, or flour.
- For movement learning: Have the child take one step to a number 1 card placed on the floor.
- For language development: Practice sentences such as, “I see one ball” or “I have one red block.”
Optional Everyday Follow-Up
Throughout the day, point out examples of one:
- One spoon at snack time
- One shoe being put away
- One book during story time
- One hug before bedtime
Each time, say: “That is one!”