All About the Number 1
Materials Needed
- Large paper or a whiteboard
- Marker or crayon
- One small toy, block, or stuffed animal
- Several small objects, such as buttons, blocks, or pom-poms
- Paper and crayons
- Optional: play dough or finger paint
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 draw the numeral 1.
- Use the word “one” in a simple sentence.
Success Criteria
I can:
- Point to the number 1.
- Give you one object.
- Say, “One.”
- Make a number 1 with a crayon, finger, or play dough.
Introduction: Hook and Objectives
Time: 5 minutes
Show the child one favorite toy or stuffed animal.
Say: “Look! I have one toy. One means just this many.”
Hold up one finger and invite the child to copy you.
Say: “Today we will learn about the number 1. We will find one thing, count one thing, and make the number 1.”
Body of the Lesson
I Do: Teacher or Adult Demonstration
Time: 5 minutes
1. Show the Number 1
Write a large 1 on paper or a whiteboard.
Say: “This is the number 1. It tells us there is one thing.”
Point to the numeral as you say, “One.”
Trace the number slowly while saying:
“Start at the top. Go down. Add a little line at the bottom.”
2. Count One Object
Place one block in front of the child.
Touch the block and say, “One.”
Explain: “We touch each object one time when we count.”
Quick Check
Ask:
- “How many blocks are here?”
- “Can you show me one finger?”
- “Can you point to the number 1?”
We Do: Practice Together
Time: 10 minutes
Activity 1: Find One
Place several groups of objects nearby. Some groups should have one object, and others should have two or more.
Say: “Let’s find the group with one thing.”
Work together to find the group with one object. Touch it and count: “One.”
Repeat with different objects, such as one crayon, one block, or one toy.
Activity 2: One-Finger Actions
Invite the child to follow simple directions:
- “Touch your nose one time.”
- “Clap one time.”
- “Jump one time.”
- “Tap the table one time.”
After each action, ask, “How many times did we do it?” The child answers, “One.”
Activity 3: Number 1 Air Writing
Use one finger to write a large number 1 in the air.
Say: “Start at the top and go down.”
Invite the child to copy you while saying, “One!”
You Do: Child Practice
Time: 10–15 minutes
Choice A: Make the Number 1
Invite the child to choose one way to make the number 1:
- Trace a large 1 with a crayon.
- Draw a 1 on paper.
- Build a 1 with play dough.
- Make a 1 using blocks or craft sticks.
As the child works, ask, “What number are you making?” Encourage the answer, “One.”
Choice B: Give Me One
Place several objects in front of the child.
Give directions such as:
- “Give me one block.”
- “Give the toy one crayon.”
- “Put one button in the cup.”
Count the object together after each turn.
Choice C: Number 1 Treasure Hunt
Walk around the home and look for things that come in groups of one.
Possible examples include:
- One front door
- One kitchen table
- One pet, if applicable
- One favorite toy
- One nose
For each discovery, say: “We found one!”
Real-World Connection
Explain: “We use the number 1 every day. We may have one toothbrush, eat one banana, wear one hat, or hold one spoon.”
Invite the child to name one thing they used today.
Formative Assessment
During the activities, observe whether the child can:
- Point to the numeral 1.
- Count one object without adding extra numbers.
- Give exactly one object.
- Copy or attempt the shape of the numeral 1.
Give specific feedback, such as:
- “You gave me exactly one block.”
- “You touched the block once and said one.”
- “You started your number at the top and moved down.”
Summative Assessment: Show Me One
Ask the child to complete these four tasks:
- Point to the number 1 among two or three different numerals.
- Give you one object.
- Show one finger and say “one.”
- Trace or draw the number 1.
Celebrate effort and progress. A young child may make an imperfect numeral while still showing understanding.
Support and Differentiation
- If the child needs support: Use only one object at first. Guide the child’s hand while counting and tracing.
- Use larger materials: Choose large blocks or soft toys that are easy to grasp.
- Repeat often: Use the same words: “One means just one.”
- If the child is ready for more: Ask the child to find all the groups with one object or compare one object with a group of two.
- For sensory learning: Let the child trace the number in sand, rice, shaving cream, or play dough.
- For movement learning: Take one step, spin one time, or toss one beanbag.
Conclusion and Recap
Time: 5 minutes
Hold up the numeral 1 and one object.
Ask:
- “What number is this?”
- “How many objects do I have?”
- “Can you show me one finger?”
Say together:
“The number 1 means one. One is just one thing.”
Finish with a cheerful chant:
“One finger, one nose, one number 1! Learning about one is fun!”
Optional Follow-Up
At snack time, give the child one item first. Ask, “How many do you have?” Encourage the child to answer, “One,” and look for other examples of one throughout the day.