Identifying “One” and “Many” Busy Book Activity!

This activity is available for purchase in the Simplicity Happens shop! Read on to find out more!

Camping can be such a fun experience for kids. They get to sleep in a tent, use a lantern to see at night, roast marshmallows by the fire, and listen to nature while falling asleep outside. So today’s activity is inspired by the camping experience.

This activity features camping vocabulary and is great for learning to differentiate between “one” and “many,” which also helps with understanding and using plural form. Your child can learn the difference, for example, between “one tent” and “many tents” while matching, labeling and following directions with this camp-themed activity.

The contents of this activity, such as text, graphics, images, information, as well as other material and content contained in this activity are for informational purposes only. The content is not intended to be a substitute for professional advice, diagnosis, or treatment. Always seek the advice of your qualified healthcare provider with any questions you may have regarding your child’s development.

This activity features language and cognitive development concepts children learn throughout their early childhood years as a toddler, preschooler, and within their early elementary school years. Specific age milestone information can be found with a simple internet search!

Awesome! Let’s set up the activity.

First, let’s print and laminate (optional but recommended for multiple use) the camping background scenes for labeling, matching, and following directions. There are three picture background scenes below. The picture cutouts can be used with each background scene. The first background scene is the “picture to picture” background scene for matching and labeling all of the camping pictures. The second background scene is for following directions with “one” camping item (i.e. one tent, one star, one lantern, etc.) with blank areas to put on “many” camping items. The third background scene is for following directions with “many” camping items (i.e. many tents, many stars, many lanterns, etc.) with blank areas to put on “one” camping item. These three backgrounds scenes are helpful for supporting your child with learning about “one” in relation to “many.” Read on to see these background scenes in action.

Next, use scissors to cut out the picture cutouts.

Then, attach either dot adhesives (soft side) for use in your child’s interactive binder book or magnets for use on a magnet board to the back of the picture cutouts. Additionally, place dot adhesives (rough side) on the Camping background scenes. If using on a magnet board, you will need to put magnets on the back of the background scene as well.

Note: Adult Supervision is required. Use caution with the magnets, dot adhesives, and small pieces as they are not intended for use with children under the age of 3. Please use caution and supervise your child with the dot adhesives, magnets and small pieces when working on this activity. Only work on activities that you feel are safe for your child. Warning: Choking Hazard. Children under 3 should not participate in any activities that involve small pieces.

Is your child under 3? This activity includes a modified version of this activity available in bigger print for younger toddlers. Small pieces, magnets, and dot adhesives are not intended for use with the bigger print activities. Please remember that adult supervision is required with all activities shared and/or purchased on Simplicity Happens. Just a kind reminder to stay safe and have fun while learning with your little ones!

I placed adhesive dots (soft side) to the back of the picture cutouts.

I placed adhesive dots (rough side) on the background scene.

You’ll notice I cut one dot (rough side) into smaller pieces (for visibility) and placed them on each camping picture on the background scene.

Now that each background scene has been set up, let’s get to the PLAY experience!

Matching Picture to Picture

First, my son matches the camping picture cutouts to the camping pictures on the background scene.

First, he matches “one” tree and “many” trees.

Next, he matches “one” camper and “many” campers.

Then, he matches “one” star and “many” stars, “one” ladybug and “many” ladybugs, “one” tent and “many” tents, “one” marshmallow and “many” marshmallows. He also matches “one” lantern and “many” flowers.

Last, he matches “one” flower and “many” lanterns to complete the picture. Great job!

Receptive Labeling

This activity can be used for receptively labeling the camping vocabulary.

First, my son and I go through the pictures together. I want to determine his ability to identify the camping vocabulary pictures when I name them. This demonstrates his ability to receptively label camping vocabulary.

First, we work on receptive labeling with singular items:

I ask him to, “Point to the camper.” Great job!

I ask him to, “Point to the tent.” Awesome!

I ask him to, “Point to the ladybug.” Very good!

I ask him to, “Point to the tree.” We then continue on with the remainder of the singular camping items (i.e. fire, marshmallow stick, moon, flower, lantern, and star). If he needs support with labeling a singular camping item, I say, “Here is the tent. Now you point to the tent.” I then tell him what a great job he is doing finding all of the pictures.

Next, we work on receptive labeling with plural items:

I ask him to, “Point to the campers.” Great job!

I ask him to, “Point to the tents.” Awesome!

I ask him to, “Point to the trees.” We then continue on with the remainder of the plural camping items (i.e. marshmallow sticks, flowers, lanterns, and stars). If he needs support with labeling a plural camping item, I say, “Here are the tents. Now you point to the tents.” I then tell him what a great job he is doing finding all of the pictures.

Expressive Labeling

This activity can be used for expressively labeling the camping vocabulary.

First, my son and I go through the pictures together. I want to determine his ability to identify and name the camping vocabulary pictures when I point to a picture and ask, “What is this?”. This demonstrates his ability to expressively label camping vocabulary.

First, we work on expressive labeling with singular items:

I point to the marshmallow stick and ask, “What is this?” He replies, “a marshmallow stick.” Very good!

I point to the camper and ask, “What is this?” He replies, “a camper.” Nice job!

I point to the moon and ask, “What is this?” He replies, “the moon.”

I point to the lantern and ask, “What is this?” My son replies, “I don’t know.” I give him a model sentence and say, “This is a lantern. It helps you see at night in the dark. What is this?” My son replies, “a lantern.” We continue on with the remaining pictures. Great job!

Next, we work on expressive labeling with plural items:

I point to the tents and ask, “What are these?” My son replies, “Tents. Lots of tents.” I respond back with, “Yes, there are lots of tents! There are many tents.” Great job!

I point to the lanterns and ask, “What are these?” My son replies, “lanterns.” Awesome!

I point to the trees and ask, “What are these?” My son replies, “trees.” Great!

I point to the flowers and ask, “What are these?” He replies, “flowers.” We continue on with the remainder of the items. If he needs support with labeling the items, I say, “These are flowers. Now you point to the flowers.” I then tell him what a great job he is doing telling me about the pictures.

Matching “One” and “Many” Individually

If you find that your child needs extra support with understanding the concepts of “one” and “many, you could break this activity down further by working on “one” and “many” in isolation. For example, background scene #2 can be used for matching “many” items picture to picture. Additionally, background scene #3 can be used for matching “one” item picture to picture.

Following Directions with the determiner: “One.”

The following directions portion of this activity can be used to work on the concepts individually as well. To work on the concept of “one” in isolation, your child can use background scene #2 for following directions with “one” camping item (illustrated in the pictures below).

I used background scene #2 to work on directions. I placed the picture cutouts of “one” camping item around the scene.

First, I point to the ladybugs and say, “Here are ‘many’ ladybugs. Now you find and put on ‘one’ ladybug.” Great job!

Next, I point to the stars and say, “Here are ‘many’ stars. Now you find and put on ‘one’ star.” Great job!

Then, I point to the flowers and say, “Here are ‘many’ flowers. Now you find and put on ‘one’ flower.

We continue on with the marshmallow, camper, and lantern. Last, I point to the tents and say, “Here are ‘many’ tents. Now you find and put on ‘one’ tent.” Great job!

The finished “one” camping item scene! Awesome job!

Following Directions with the determiner: “Many.”

To work on the concept of “many’ in isolation, use background scene #3 for following directions with “many” camping items (illustrated in the pictures below).

I used background scene #3 to work on directions. I placed the picture cutouts of “many” camping items around the scene.

First, I point to the camper and say, “Here is ‘one’ camper. Now you find and put on ‘many’ campers.” Great job!

Next, we continue on with the tents and then the stars. I point to the stars and say, “Here is ‘one’ star. Now you find and put on ‘many’ stars.” Great job!

We continue on with the trees, flowers, and marshmallows. Last, I point to the lanterns and say, “Here are ‘many’ lanterns. Now you find and put on ‘one’ lantern.” Great job!

The finished “many” camping items scene! Great job!

Once this activity if complete, the camping items can be stored in this little zip pouch for later use.

What did you and your little ones enjoy most about this activity? Let me know in the comments below!

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