All About the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon, pencil, or washable marker
- One small toy or household object
- Several small objects, such as blocks, buttons, or pom-poms
- Number cards showing 1, 2, and 3
- Play dough or modeling clay
- Paper and stickers
- Optional: a short counting song or children’s book about numbers
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the number 1.
- Say the number 1.
- Count one object.
- 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.
- Show one object when asked.
- Say, “One!”
- Make a number 1 with a finger, crayon, or play dough.
Introduction: Meet Number 1
Time: 5 minutes
Hold up one toy and ask:
“How many toys do I have?”
Help the child say, “One!” Explain:
“One means just one. I have one toy.”
Show the number card with 1 and say:
“This is the number 1. The number 1 tells us there is one thing.”
Invite the child to look around and find one thing, such as one shoe, one book, or one spoon.
Body: Learn and Practice
1. I Do: Model Counting One Object
Time: 5 minutes
Place one block on the table. Touch it and say slowly:
“One.”
Show that counting one object means stopping after one:
“I counted one block. There is one block.”
Repeat with one spoon, one crayon, and one toy.
Quick check: Ask, “How many objects are here?” Have the child answer or show one finger.
2. We Do: Find One
Time: 7 minutes
Place a small group of objects in front of the child. Ask the child to follow these steps:
- Choose one object.
- Move it to a special “one” spot.
- Touch it and say, “One.”
Repeat with different objects. Sometimes show one object, and sometimes show two or three objects. Ask:
“Is this one?”
Encourage the child to answer with words, fingers, or a head nod.
Transition: “We found one object. Now let’s make the number that means one.”
3. We Do: Build Number 1
Time: 7 minutes
Make a large number 1 with play dough. Describe the shape in simple words:
“Start at the top. Go down. Number 1 is a straight line.”
Invite the child to:
- Make a number 1 with play dough.
- Draw a number 1 in the air with one finger.
- Trace a large number 1 with a finger.
- Tap the number 1 one time.
4. You Do: Number 1 Hunt
Time: 8 minutes
Give the child a number card showing 1. Go on a short hunt around the home. Look for:
- One clock
- One table
- One pet or toy pet
- One book
- One window
The child may choose three things to find. Each time, ask:
“Can you find one?”
Let the child carry the number card, place a sticker beside each example, or draw one item on paper.
5. You Do: Make a Number 1 Picture
Time: 10 minutes
Ask the child to choose one picture idea:
- One big sun
- One flower
- One balloon
- One favorite toy
Help the child draw one object or place one sticker on the paper. Write a large number 1 beside the picture. Invite the child to trace it or decorate it with crayons.
Say:
“You made one picture. You used the number 1.”
Movement Game: Show Me One
Time: 5 minutes
Call out actions. The child should do each action one time:
- Clap one time.
- Jump one time.
- Spin one time.
- Touch one toe.
- Give one high-five.
After each action, ask, “How many times?” Encourage the answer, “One!”
Formative Assessment
During the lesson, observe whether the child can:
- Point to the number 1 when shown several number cards.
- Give one object when asked for one.
- Say or show one with a finger.
- Tell whether a group has one object.
- Attempt to form the number 1.
Give specific feedback:
- “You gave me one block. You counted carefully.”
- “You found the number 1.”
- “Your line goes down, just like number 1.”
Summative Assessment: Number 1 Challenge
Place the number cards 1, 2, and 3 in front of the child. Ask the child to complete the following:
- Point to the number 1.
- Give you one object.
- Show one finger.
- Make or trace the number 1.
- Say one thing that comes in a group of one.
The child meets the lesson goal when they complete most of the tasks with little or no help. Accept pointing, gestures, spoken words, or actions as responses.
Differentiation and Adaptations
For Extra Support
- Use only the number cards 1 and 2.
- Give the child one object at a time.
- Use hand-over-hand support for tracing if needed.
- Repeat the same phrase: “One means just one.”
- Allow the child to answer by pointing or showing one finger.
For an Extra Challenge
- Ask the child to find three different groups of one.
- Invite the child to write the number 1 without tracing.
- Ask, “What happens if we add one more?”
- Have the child sort groups containing one object from groups containing more than one.
- Invite the child to make a short book with one object on each page.
Conclusion and Recap
Time: 5 minutes
Review the number card and ask:
- “What number did we learn?”
- “Can you show me one finger?”
- “Can you give me one toy?”
- “What does one mean?”
Finish by saying:
“Today we learned about the number 1. One means just one. We can see one, count one, and make the number 1.”
Celebrate the child’s work with a high-five, one clap, or a sticker.