All About the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon or washable marker
- One small toy or stuffed animal
- Number cards or paper with the number 1 written on it
- Small items to count, such as blocks, buttons, or toy animals
- Play dough
- Paper and crayons
- Optional: a short counting song about the number 1
Lesson Overview
Age: 4 years old
Time: 25–35 minutes
Topic: Recognizing, counting, and writing the number 1
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the number 1.
- Count one object correctly.
- Show that the number 1 means “one thing.”
- Trace or copy the numeral 1.
- Find examples of “one” in everyday life.
Success Criteria
The child is successful when they can:
- Point to the number 1 when asked.
- Give or choose one object.
- Say, “This is one.”
- Trace or make a recognizable number 1.
Introduction: The Number 1 Mystery
Hook: Hold up one toy or stuffed animal.
Say: “Look! I have one teddy bear. Can you show me one finger?”
Invite the child to hold up one finger. Ask:
- “How many toys do I have?”
- “How many noses do you have?”
- “Can you find one thing in the room?”
Tell the child: “Today we will learn about the number 1. One means just one thing.”
Body of the Lesson
I Do: Teacher or Adult Demonstration
1. Show the Number
Show a number card with the numeral 1.
Say: “This is the number 1. It is called one.”
Trace the number slowly with your finger while saying:
“Down we go to make a 1.”
2. Connect the Number to Objects
Place one block on the table.
Touch it once and say: “One block.”
Place several blocks beside it and say: “This is more than one. Let’s take away the extras. Now we have one block.”
3. Model Writing the Number
On paper or a whiteboard, make a large number 1.
Say: “I start at the top and draw a straight line down.”
Remind the child: “A number 1 can look a little different in different books, but it still means one.”
We Do: Practice Together
Activity 1: Find One
Give the child a small group of objects. Ask them to choose exactly one item.
Use prompts such as:
- “Please give me one block.”
- “Can you find one button?”
- “Put one toy in the basket.”
After each choice, count together: “One.”
Activity 2: Number 1 Movement Game
Say a movement and have the child do it one time:
- Clap one time.
- Jump one time.
- Turn around one time.
- Tap your knees one time.
Pause and ask: “How many times did we clap?”
Activity 3: Number Hunt
Look around the home for the number 1. The child might find it in a book, on a calendar, on a toy, or on a label.
Each time the child finds a 1, say: “You found the number 1!”
If no number 1 is nearby, place number cards around the room and ask the child to find the correct card.
Quick Check
Show the child two or three number cards, including the number 1.
Ask: “Can you point to the number 1?”
Then show a group of objects and ask: “Can you point to the group with one thing?”
You Do: Independent Practice
Activity 1: Make the Number 1
Invite the child to choose one way to make a number 1:
- Trace the number 1 with a crayon.
- Build the number 1 with play dough.
- Make the number 1 using blocks or craft sticks.
- Draw one large number 1 on paper.
Encourage effort rather than perfect handwriting.
Activity 2: One-Item Picture
Ask the child to draw one thing, such as one sun, one flower, or one cat.
Ask: “What did you draw one of?”
Help the child write or trace the number 1 next to the picture.
Activity 3: One for the Toy
Pretend that a toy is hungry. Ask the child to give the toy exactly one item, such as one pretend cookie or one block.
Say: “The toy needs one. Can you give it one?”
Repeat with different objects and let the child take turns being the helper.
Real-World Connection
Talk about things people often have one of:
- One nose
- One mouth
- One home
- One favorite toy
- One sun in the sky
Ask: “Can you think of something else that comes in one?”
Differentiation and Support
For Extra Support
- Use only one object at a time.
- Guide the child’s finger as they count the object.
- Use large number cards and high-contrast writing.
- Repeat the phrase: “One means one thing.”
- Let the child answer by pointing, touching, or showing one finger.
For an Extra Challenge
- Ask the child to find the number 1 in a book or on a calendar.
- Ask them to draw one object and then write the number 1 without tracing.
- Invite them to make a collection of one item from several rooms.
- Ask: “What happens if we add one more?”
Assessment
Formative Assessment
During the lesson, observe whether the child can:
- Show one finger.
- Choose one object from a group.
- Recognize the numeral 1.
- Follow a one-step direction, such as “Clap one time.”
Summative Assessment: Number 1 Challenge
Give the child these four tasks:
- Point to the number 1.
- Give you one object.
- Show one finger.
- Trace or draw the number 1.
Celebrate each successful attempt. If the child needs help, model the task and try again later.
Conclusion: Tell What We Learned
Review the lesson by asking:
- “What number did we learn today?”
- “What does 1 mean?”
- “Can you show me one finger?”
- “Can you find one thing nearby?”
Say together: “The number 1 means one thing. One block, one toy, one finger!”
Optional Closing Song
Sing to the tune of a simple counting song:
“One, one, number one,
One bright sun and lots of fun.
One finger up, now touch your nose.
One is how our number grows!”
Reflection
Ask the child: “What was your favorite way to learn about one?”
Record or remember one thing the child can do now that they could not do before the lesson.