Fun with the Number 1

Materials Needed

• One small toy or stuffed animal
• Number cards or a piece of paper with the number 1
• Crayons or washable markers
• Paper
• One block, one spoon, or another safe household item
• Optional: play dough, music, and a short counting song

Learning Objectives

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

• Say the number “one.”
• Recognize the numeral 1.
• Show one object when asked.
• Trace or draw the numeral 1.
• Connect the idea of “one” to everyday life.

Success Criteria

Success looks like this:

• “I can show one thing.”
• “I can find the number 1.”
• “I can make or trace a 1.”
• “I can tell about one thing I see.”

Introduction: One Special Thing

Time: 5 minutes

Hold up one favorite toy and say:

“Look! I have one toy. One means just one. Can you hold up one finger?”

Invite the child to hold up one finger. Sing or chant:

“One little finger, tap, tap, tap! One little finger, clap, clap, clap!”

Tell the child:

“Today we will learn about the number 1. We will find one thing, move one time, and make a number 1.”

Body: Learn and Practice

1. I Do: Show What One Means

Time: 5 minutes

Place one object on the table. Point to it and say:

“This is one block. One means there is not a group of many. There is just one.”

Show the numeral 1 and say:

“This is what the number 1 looks like. When we see 1, we know it means one.”

Model touching and counting the object once:

“One.”

Show one finger and connect the ideas:

“One finger, one block, and the number 1 all tell us about one.”

2. We Do: Find One

Time: 8 minutes

Place several safe objects nearby. Give clear directions:

1. “Please find one toy.”
2. “Put your one toy on the table.”
3. “Touch it one time and say, ‘One.’”

Try again with different objects:

• One spoon
• One book
• One block
• One stuffed animal

Ask quick questions:

• “How many toys did you choose?”
• “Can you show me one finger?”
• “Which card shows the number 1?”

Think-and-talk prompt: Ask the child to look around the room and name one thing they see. For example, “I see one lamp.”

3. Movement Game: Move One Time

Time: 5 minutes

Explain:

“When I say ‘one,’ we will move one time.”

Give one direction at a time:

• “Jump one time.”
• “Clap one time.”
• “Spin one time.”
• “Tap your knees one time.”
• “Take one big step.”

Pause after each action and ask, “How many times did we move?”

4. We Do: Make the Number 1

Time: 7 minutes

Draw a large numeral 1 on paper. Trace it slowly while saying:

“Start at the top. Go down. This is 1.”

Invite the child to trace the number with:

• A finger
• A crayon
• One finger dipped lightly in washable paint
• A piece of play dough rolled into the shape of 1

Use encouraging language:

“You started at the top and went down. You are making a 1!”

5. You Do: Number 1 Hunt

Time: 8 minutes

Invite the child to search for the number 1 around the home. Look at:

• Books
• Clocks
• Calendars
• Remote controls
• Food packages
• Number cards

Each time the child finds a 1, ask them to:

1. Point to it.
2. Say, “This is 1.”
3. Show one finger.

Let the child choose one final activity:

• Draw one sun.
• Draw one flower.
• Build one tower.
• Make one play-dough ball.
• Find one special object and tell why it is special.

Formative Assessment: Quick Checks

During the activities, notice whether the child can:

• Show one finger when asked.
• Choose one object instead of several.
• Identify the numeral 1.
• Count one object accurately.
• Make a recognizable attempt at drawing or tracing 1.

If the child needs help, offer two choices and say:

“Which card says 1: this one or this one?”

Summative Assessment: Show Me One

Time: 5 minutes

Ask the child to complete these four tasks:

1. “Show me one finger.”
2. “Give me one object.”
3. “Point to the number 1.”
4. “Trace or draw a 1.”

Celebrate effort and understanding. The child does not need to draw a perfect numeral.

Conclusion: Tell What We Learned

Time: 3 minutes

Review the lesson together:

“Today we learned about 1. One means just one. We showed one finger, found one object, moved one time, and made the number 1.”

Ask the child:

• “What number did we learn?”
• “Can you show me one finger?”
• “What is one thing you liked today?”

End with a short chant:

“One, one, number 1! Learning numbers is such fun!”

Differentiation and Adaptations

For a Child Who Needs More Support

• Use only two choices at a time.
• Work with large objects that are easy to see and touch.
• Guide the child’s hand as they trace 1, if they welcome help.
• Repeat the same simple phrase: “One means just one.”
• Allow pointing, showing, or choosing instead of speaking.

For a Child Ready for More

• Ask the child to find the number 1 in a book or on a calendar.
• Invite the child to compare one object with a group of two or three objects.
• Ask, “What happens if we add one more?”
• Have the child make a page showing one of several different items.

Flexible Learning Options

• At home: Use kitchen or toy items.
• Outdoors: Find one leaf, one rock, or one flower.
• Digitally: Display a large 1 on a screen and let the child trace it in the air.
• With multiple children: Give each child one object and have everyone hold it up together.