All About the Number 1
Materials Needed
- Number card with 1
- One small toy or stuffed animal
- Paper and crayons
- One paper plate or small tray
- Small objects to count, such as blocks, buttons, or toy animals
- 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.
- Say the number name “one.”
- Count one object correctly.
- Show one object when asked.
- Trace or create the numeral 1.
- Use the idea of “one” in everyday situations.
Success Criteria
Success looks like this:
- “I can point to the number 1.”
- “I can give you one toy.”
- “I can say one.”
- “I can make or trace a 1.”
Introduction: Meet the Number 1
Time: 5 minutes
Hold up one toy or stuffed animal.
Say: “Look! I have one toy. One means just one.”
Show the number card.
Say: “This is the number 1. We say, ‘one.’ Can you say one?”
Invite the child to look around and find one thing nearby.
Ask:
- “Can you find one book?”
- “Can you show me one finger?”
- “Can you give me one clap?”
Learning goal for the child: “Today we will learn about the number 1. We will find one thing, count one thing, and make the number 1.”
Body: I Do
Time: 5 minutes
1. Model Counting One Object
Place one block on the tray.
Touch the block and say slowly: “One.”
Explain: “I touch the object one time because there is one object.”
Place two blocks on the tray. Point to each block.
Say: “This is not one. This is two. We want just one.” Remove one block.
Say: “Now there is one block.”
2. Model Writing the Number 1
Use your finger to draw a large 1 in the air.
Say: “Start at the top. Go down. Number 1 is a straight line.”
Trace the number 1 on paper while saying:
“Down, down, down. This is 1!”
Quick Check
Ask the child:
- “Which card shows 1?”
- “How many toys are on the tray?”
- “Can you show me one finger?”
Give specific feedback: “You found one toy. You counted carefully.”
Body: We Do
Time: 10 minutes
Activity 1: One-Object Hunt
Walk around the room together. Take turns finding one object.
Use the sentence frame: “I found one ______.”
Possible objects include:
- One spoon
- One shoe
- One book
- One pillow
- One toy
After each find, ask the child to place the object on the tray and count it aloud: “One.”
Activity 2: One-Finger Actions
Give simple directions. The child should do each action one time:
- Clap one time.
- Jump one time.
- Tap the table one time.
- Wave one time.
- Give one high-five.
Pause and ask: “How many times did you clap?” Help the child answer, “One.”
Activity 3: Make the Number 1
Invite the child to choose one way to make a 1:
- Trace a large 1 with a crayon.
- Build a 1 with play dough.
- Make a 1 with blocks.
- Draw a 1 in the air.
- Trace a 1 in a tray of flour or rice, with close supervision.
Say: “You chose how to make your 1. Tell me what you made.”
Body: You Do
Time: 10 minutes
Number 1 Treasure Tray
Give the child a small tray or paper plate. Place several objects nearby.
Say: “Put one object on your tray. You choose the object.”
Ask the child to:
- Choose one object.
- Place it on the tray.
- Touch it and say, “One.”
- Find the number card that shows 1.
- Make a number 1 using a crayon, play dough, or blocks.
Real-World Choice
Let the child choose one everyday task:
- Put one napkin on the table.
- Choose one snack.
- Bring one book for reading.
- Give one toy to a family member.
Ask: “What one thing did you choose?”
Formative Assessment
Show the child groups with different numbers of objects. Ask the child to point to the group with one object.
Try these groups:
- One block
- Three blocks
- Two blocks
Also ask:
- “Can you give me one block?”
- “Which number is 1?”
- “Can you make one clap?”
Movement and Song
Time: 5 minutes
Sing to any simple tune:
“One, one, here is one.
One little clap, and now we’re done.
One little jump, one little cheer.
The number one is fun to hear!”
Have the child show one finger during the song. Add one clap, one jump, and one cheer.
Conclusion: Tell What We Learned
Time: 5 minutes
Show the number card again and ask:
- “What number is this?”
- “How many is one?”
- “Can you show me one finger?”
- “Can you find one object?”
Say: “Today we learned that the number 1 means one. We counted one object, found one thing, and made the number 1.”
Exit Demonstration
Ask the child to complete all three tasks:
- Point to the numeral 1.
- Give you one object.
- Make or trace a 1.
Celebrate the child’s effort: “You showed me one in many ways. Great counting!”
Differentiation and Support
For Extra Support
- Use only one object at a time.
- Guide the child’s hand while tracing the numeral.
- Repeat the words “one object” and “number 1.”
- Use large objects that are easy to see and touch.
- Allow pointing, gestures, or showing one finger instead of speaking.
For More Challenge
- Ask the child to find one object in several different rooms.
- Invite the child to draw one object next to the numeral 1.
- Ask: “What happens if we add one more?”
- Have the child sort objects into groups of one.
- Invite the child to find the numeral 1 in a book, calendar, or label.
Optional Follow-Up
Create a “Number 1 Page.” The child can:
- Trace or decorate a large numeral 1.
- Draw one favorite object.
- Glue one piece of paper onto the page.
- Tell an adult: “This is one.”