All About the Number 1
Materials Needed
- Large paper or a small whiteboard
- Crayon or washable marker
- Five small objects, such as blocks, toy animals, or buttons
- Number cards showing 1, 2, and 3
- Play dough or clay
- Paper and stickers
- One favorite toy or stuffed animal
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the numeral 1.
- Say the number word “one.”
- Count one object correctly.
- Make or trace the shape of the numeral 1.
- Find examples of “one” in everyday life.
Success Looks Like
- “I can show one object.”
- “I can point to the number 1.”
- “I can say one.”
- “I can try to make a 1.”
Introduction: One Special Thing
Hook: Place one favorite toy in front of the child.
Say: “Look! I have one toy. One means just one. Can you touch the one toy?”
Invite the child to look around and find one thing nearby. It might be one chair, one shoe, or one stuffed animal.
Tell the child: “Today we will learn about the number 1. We will count one thing, find the number 1, and make a number 1.”
Body
1. I Do: Meet the Number 1
Show the numeral card 1.
Say slowly: “This is the number 1. We say, ‘one.’ One means just one thing.”
Use one block and count it:
“I have one block. One.”
Show several objects, but touch only one:
“There are many blocks here, but I am holding one block.”
Trace the numeral 1 in the air while saying:
“Start at the top. Go down. That makes a 1.”
Quick Check
Ask:
- “What number is this?”
- “How many blocks am I holding?”
- “Can you show me one finger?”
2. We Do: Find One
Place two or three objects in front of the child. Ask the child to choose one object.
Practice together:
- Touch one object.
- Say “one.”
- Move the object to a special spot.
Repeat with different objects, such as one toy animal, one crayon, and one block.
Think and Share
Ask: “What is one thing you like?” Let the child answer, point, or bring one item.
3. Number 1 Movement Game
Say: “When I say ‘one,’ do one movement!”
Try these actions:
- Clap one time.
- Jump one time.
- Stomp one foot.
- Turn around one time.
- Give one big wave.
Pause after each action and ask, “How many times did we clap?” Encourage the child to answer, “One!”
4. We Do: Make the Number 1
Use play dough or clay to make a long, straight number 1 together.
- Roll the play dough into a long snake.
- Place it on the table like a number 1.
- Say, “This is 1.”
- Let the child make another 1.
If desired, draw a large dotted 1 on paper and let the child trace it with a finger or crayon.
5. You Do: Number 1 Hunt
Invite the child to look around the home for the number 1. The child might find it on a book, a clock, a calendar, a remote control, or a package.
Each time the child finds a 1, ask:
- “What number did you find?”
- “Can you trace it with your finger?”
- “Can you say ‘one’?”
Choice: The child may search indoors, look at a calendar, or use number cards instead.
6. You Do: Create a “One” Picture
Give the child paper and a crayon. Ask the child to draw one thing, such as one sun, one flower, one house, or one person.
The child may add one sticker to the picture. Help the child say:
“I made one ____.”
Formative Assessment
Check understanding during the lesson by asking the child to:
- Point to the numeral 1 among the cards showing 1, 2, and 3.
- Give you one object.
- Show one finger.
- Count one object aloud.
- Find or make a numeral 1.
Summative Assessment: Show Me One
Place three objects and the number cards 1, 2, and 3 on the table. Ask the child to complete these tasks:
- “Give me one object.”
- “Point to the number 1.”
- “Show me one finger.”
- “Can you make a 1 with your finger in the air?”
Success goal: The child completes at least three of the four tasks with little or no help.
Differentiation and Support
If the child needs more help
- Use only one object at a time.
- Guide the child’s hand while counting.
- Use a large number card.
- Repeat the word “one” with a steady rhythm.
- Allow pointing, touching, or showing a finger instead of speaking.
If the child is ready for more
- Ask the child to find one item in several different rooms.
- Practice writing 1 independently.
- Ask, “What happens if we add one more?”
- Compare one object with a group of two or three objects.
- Make a simple book with one object drawn on each page.
Conclusion and Recap
Hold up the number card and say: “Today we learned the number 1. One means just one thing.”
Invite the child to complete these sentences:
- “This is the number ____.”
- “I can show ____ finger.”
- “One means ____ thing.”
Finish with one clap and say: “Great counting! You found, showed, and made the number 1.”
Optional Follow-Up
During the day, look for chances to use the word “one”: one cup, one sock, one book, one snack, or one bedtime story.