Fun With the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon or washable marker
- Small toys, blocks, or buttons
- Number cards or paper with the numbers 1–3
- One favorite stuffed animal or toy
- Play dough or clay
- Optional: music for a counting song
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 make the shape of the number 1.
- Find examples of “one” in everyday life.
Success Criteria
I can:
- Point to the number 1.
- Give you one object.
- Say, “One!” when I count one object.
- Make a number 1 with a finger, crayon, or play dough.
Introduction: Meet the Number 1
Hook: Hold up one favorite toy and say:
“Look! I have one toy. Can you show me one finger?”
Let the child hold up one finger. Celebrate the response.
Tell the child: “Today we are going to learn about the number 1. One means just one thing.”
Quick Conversation
Ask:
- “How many noses do you have?”
- “How many suns do we usually see in the sky?”
- “Can you find one toy near you?”
Body: Learn and Practice
1. I Do: Model the Number 1
Draw a large number 1 on paper or a whiteboard.
Say:
“This is the number 1. It looks like a straight line. When I see it, I say, ‘One.’”
Place one block on the table. Touch it once and count slowly:
“One.”
Show a group of two or three blocks and say:
“This is more than one. The number 1 means only one.”
Quick check: Show the child the number cards. Ask, “Which card shows 1?” Give gentle help if needed.
2. We Do: One or More?
Place small groups of objects on the table, one group at a time.
- Place one block down. Ask, “How many blocks?”
- Place two blocks down. Ask, “Is this one or more than one?”
- Place one button down. Ask, “Can you touch one?”
After each answer, count together. Encourage the child to move or touch each object as it is counted.
3. Movement Game: Number 1 Actions
Say, “When I say 1, do the action one time.” Give the child choices:
- Clap one time.
- Jump one time.
- Stomp one time.
- Turn around one time.
- Give one high-five.
Pause after each action and ask, “How many times did you do it?”
4. We Do: Find One
Go on a short “one hunt” around the home.
Invite the child to find one example of each item:
- One spoon
- One book
- One soft object
- One red object, if available
- One object that begins with a sound the child knows
Use the sentence frame: “I found one ______.”
5. You Do: Make the Number 1
Offer the child a choice of ways to make the number 1:
- Trace a large number 1 with a crayon.
- Make a number 1 with play dough.
- Build a number 1 with blocks.
- Draw a number 1 in the air with a finger.
- Use a finger to trace the number 1 on a tray or table.
Give simple directions:
- “Start at the top.”
- “Go down.”
- “You made a 1!”
Do not worry about perfect handwriting. Praise effort and direction-following.
6. Creative Activity: One Special Picture
Ask the child to draw a picture with exactly one main object, such as:
- One sun
- One tree
- One flower
- One balloon
- One animal
Talk about the picture together:
“I see one balloon. What color is your one balloon?”
Formative Assessment: Check as You Go
Notice whether the child can:
- Point to the numeral 1.
- Show one finger.
- Give one object when asked.
- Count one object without adding another.
- Use the word “one.”
If the child is unsure, model the answer and try again with fewer objects.
Summative Assessment: Show What You Know
Place the number cards 1, 2, and 3 in front of the child. Ask the child to:
- Point to the number 1.
- Put one toy beside the number 1.
- Show one finger.
- Make or trace the number 1.
- Say, “One.”
Mastery goal: The child completes at least four of the five tasks with little or no help.
Differentiation and Support
For a Child Who Needs More Support
- Use only one object and the number 1 card.
- Guide the child’s hand while tracing, then let the child try independently.
- Repeat the same short phrase: “One means just one.”
- Use large objects that are easy to see and move.
- Give two choices: “Is this 1 or 2?”
For a Child Ready for More
- Ask the child to find one object in different rooms.
- Invite the child to compare one object with a group of two or three.
- Ask the child to write the number 1 without tracing.
- Create a simple number book with one item drawn on each page.
- Look for the number 1 on a clock, book, calendar, or package.
Conclusion: Tell What We Learned
Gather the child and the favorite toy. Hold up one toy and ask:
- “How many toys do I have?”
- “What number means one?”
- “Can you show me one finger?”
Say together:
“One means just one. The number 1 shows one.”
Finish with a short chant:
“One little finger, point up high.
One bright sun is in the sky.
One means one—we know it’s true!
Number 1, we learned about you!”
Optional Follow-Up
During the day, invite the child to spot and count one item during everyday activities: one cup at snack time, one shoe, one pet, or one bedtime story.