Fun with the Number 1
Materials Needed
- One large piece of paper or a whiteboard
- Crayon or washable marker
- Five small objects, such as blocks, toy animals, or buttons
- Paper and crayons
- Play dough or craft dough
- Optional: the child’s favorite song or music
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the numeral 1.
- Count one object correctly.
- Show one object when asked.
- Trace or create the shape of the numeral 1.
- Use the word “one” in a simple sentence.
Success Criteria
“I can…”
- Point to the number 1.
- Give you one thing.
- Make one with my finger, crayon, or play dough.
- Say, “This is one.”
Introduction: Meet Number 1
Time: 5 minutes
Hold up one finger and say:
“Look! I have one finger up. One means just one thing.”
Invite the child to hold up one finger. Ask:
- “Can you show me one finger?”
- “How many noses do you have?”
- “Can you find one toy?”
Tell the child:
“Today we are going to play, count, and learn about the number 1.”
Body of the Lesson
I Do: See and Hear the Number 1
Time: 5 minutes
Draw a large numeral 1 on the paper or whiteboard. Point to it and say:
“This is the number 1. We say, ‘one.’ The number 1 tells us there is one thing.”
Show one object, such as one block. Touch it and count:
“One.”
Show two or three objects, then remove them until only one remains. Say:
“Now there is one block.”
Make the number 1 in the air with your finger. Say:
“Start at the top. Go down. Number 1!”
We Do: Find One
Time: 10 minutes
Place several small objects in front of the child. Give these instructions one at a time:
- “Please give me one block.”
- “Please find one toy animal.”
- “Please put one button on the paper.”
- “Please touch one object.”
Count the object together each time. Touch it once while saying:
“One means just one.”
Quick check: Hold up one object and ask, “How many?” Then hold up several objects and ask, “Is this one?” Encourage the child to answer with words, fingers, or pointing.
Movement Game: Number 1 Actions
Time: 5 minutes
Play a simple movement game. Give the child one action at a time:
- “Do one jump.”
- “Clap one time.”
- “Turn around one time.”
- “Touch one toe.”
- “Give one high-five.”
After each action, ask, “How many did you do?” Help the child answer, “One.”
We Do: Make the Number 1
Time: 10 minutes
Give the child play dough. Model making a long line and shaping it into the numeral 1.
Say:
“Let’s make one. We can make one long line. This looks like the number 1.”
Invite the child to choose one way to make the numeral:
- Build it with play dough.
- Trace it with a finger.
- Draw it with a crayon.
- Make it in the air.
Offer gentle guidance: “Start at the top and move down.” Avoid requiring perfect handwriting.
You Do: Number 1 Treasure Hunt
Time: 10 minutes
Invite the child to find one item in the room. The child may choose a toy, book, sock, spoon, or another safe object.
Ask the child to bring the item back and complete this sentence:
“I found one ______.”
Repeat with two or three different safe items. Each time, the child should bring only one item.
Choice: The child may search inside, outside, or in a favorite play area.
Creative Activity: One Special Picture
Time: 10 minutes
Ask the child to draw one special thing, such as one sun, one flower, one pet, or one favorite toy.
Help the child write or trace the numeral 1 on the page. Together, say:
“I drew one ______.”
Invite the child to decorate the page with colors, lines, or stickers. Remind the child that the picture should show one main object.
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.
- Ask, “How many?” when showing one object.
- Watch whether the child counts one object without adding extra objects.
Summative Assessment: Show What You Know
Place the numeral 1 and several objects in front of the child. Ask the child to:
- Point to the number 1.
- Choose one object.
- Count it by saying, “One.”
- Make the number 1 by drawing, tracing, building, or forming it with a finger.
- Finish the sentence: “I have one ______.”
Success benchmark: The child completes at least three of the five tasks with little or no help.
Differentiation and Support
For Extra Support
- Use only one object at a time.
- Guide the child’s hand while counting and tracing.
- Use large objects that are easy to see and hold.
- Repeat the words “one” and “just one” often.
- Accept pointing, showing a finger, or signing as an answer.
For an Extra Challenge
- Ask the child to find the numeral 1 in a book or around the home.
- Ask the child to sort one object from a group of objects.
- Invite the child to make a set of one object and explain it.
- Ask, “What happens if we add one more?”
- Invite the child to draw the numeral 1 independently.
Conclusion: Tell What We Learned
Time: 5 minutes
Hold up one finger and ask:
- “What number is this?”
- “How many fingers are up?”
- “Can you show me one toy?”
- “How do we make the number 1?”
Recap together:
“Today we learned that 1 means one thing. We found one object, moved one time, and made the number 1.”
End with a celebration such as one clap, one high-five, or one joyful jump.
Optional Follow-Up
During the day, look for examples of one: one door, one cup, one pet, one moon, or one book. Each time, say:
“I found one!”