Fun with Number 1

Materials Needed

• One favorite toy or stuffed animal
• Number cards or paper with the number 1
• Crayons or washable markers
• Paper
• One small bowl or basket
• Several safe household objects, such as blocks, spoons, or socks
• Play dough or clay, if available
• Optional: music for a movement game

Learning Objectives

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

• Recognize the numeral 1.
• Say the number word “one.”
• Count one object accurately.
• Show one object when asked.
• Trace or make the shape of the numeral 1.

Success Criteria

“I can…”

• Point to the number 1.
• Say “one.”
• Give you one object.
• Make a number 1 with my finger, crayon, or play dough.

Introduction: Hook and Objectives

Time: 5 minutes

Hold up one favorite toy and say:

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

Invite the child to hold up one finger. Count slowly together:

“One!”

Tell the child:

“Today we are going to be number detectives. We will look for the number 1, find one thing, and make the number 1.”

Body of the Lesson

1. I Do: Meet the Number 1

Time: 5 minutes

1. Show the child a large number card with 1.
2. Say, “This is the number 1. We say one.”
3. Trace the number in the air with your finger while saying, “Down we go: 1.”
4. Place one toy beside the number card.
5. Say, “The number 1 tells us there is one toy.”

Quick Check: Ask, “Can you point to the number 1?” and “How many toys are here?”

2. We Do: Find One

Time: 8 minutes

Place several objects in front of the child. For example, use three blocks, two spoons, and one sock.

Say:

“Let’s find one. Can you put one block in the basket?”

Repeat with different objects:

• “Put one spoon in the basket.”
• “Put one sock in the basket.”
• “Give me one block.”

Count each item together only once:

“One block. We have one.”

Think-Pair-Share Option: If another person is available, the child can tell that person what one object was placed in the basket. During homeschool, the child can tell a stuffed animal.

Formative Check: Mix one object with a group of objects and ask, “Which group has one?” Let the child point or move the correct object.

3. We Do: Number 1 Movement Game

Time: 5 minutes

Play music or clap a steady beat. Give simple directions:

• “Take one jump.”
• “Clap one time.”
• “Stamp one foot.”
• “Touch one knee.”
• “Give one big wave.”

After each action, pause and say, “You did it one time!”

4. I Do: Make the Number 1

Time: 5 minutes

Model how to make the number 1:

1. Start at the top.
2. Move your finger straight down.
3. Say, “Down we go: 1.”

Demonstrate one method at a time:

• Trace a large 1 in the air.
• Trace a 1 on paper.
• Roll play dough into one long line and shape it like 1.

5. You Do: Number 1 Creation

Time: 10 minutes

Invite the child to choose one activity:

• Crayon 1: Trace or draw several number 1s.
• Play Dough 1: Make one large number 1 with play dough.
• One-Object Picture: Draw one sun, one flower, or one animal.
• Number Hunt: Look around the home for the number 1 on a book, clock, calendar, or label.

As the child works, ask:

• “What number are you making?”
• “How many did you draw?”
• “Can you show me one?”

Give specific feedback:

“You started at the top and went down. That looks like a 1!”

Real-World Connection

Look for examples of “one” during the day. Ask:

• “Do you have one nose?”
• “Can you find one door?”
• “Can you bring me one book?”
• “Can you put one napkin on the table?”

Assessment

Formative Assessment During the Lesson

• Ask the child to point to the numeral 1.
• Ask the child to show one finger.
• Ask the child to give you one object.
• Watch whether the child counts one object without adding more.
• Observe how the child traces or forms the numeral 1.

Summative Demonstration

At the end, place the number card and three objects in front of the child. Ask the child to:

1. Point to the number 1.
2. Give you one object.
3. Say “one.”
4. Make a number 1 in the air, on paper, or with play dough.

Goal: The child demonstrates at least three of the four skills with little or no help.

Differentiation and Support

For a Child Who Needs More Support

• Use only one object and one group of several objects at a time.
• Guide the child’s hand while tracing the number 1.
• Use real objects before using number cards.
• Repeat the words “one” and “number 1” often.
• Celebrate attempts, such as holding up one finger or choosing one object.

For a Child Ready for More Challenge

• Ask the child to find the numeral 1 in books or around the home.
• Ask the child to compare one object with a group of two or three objects.
• Invite the child to make a page showing one of several different things.
• Ask, “What happens if we add one more?” and explore the number 2 informally.

Conclusion and Recap

Time: 5 minutes

Review the number card and one object. Say:

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

Ask the child:

• “What number is this?”
• “Can you show me one finger?”
• “Can you find one thing in the room?”

Finish with a short chant:

“One little finger, one little nose, one number 1—now everyone knows!”

Optional Follow-Up

During the day, invite the child to complete small “one” jobs, such as carrying one cup, choosing one book, or finding one red object. End by asking, “What one thing did you find?”