All About the Number 1
Materials Needed
- One large card or piece of paper with the numeral 1
- Small objects to count, such as blocks, buttons, toy animals, or crackers
- Paper and crayons
- Play dough or modeling clay
- A small basket or bowl
- Optional: music for a movement game
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 make the numeral 1.
- Use the idea of “one” in a real-life situation.
Success Criteria
Success looks like this:
- “I can point to 1.”
- “I can give you one thing.”
- “I can say one.”
- “I can make a number 1.”
Introduction: Hook and Objectives
Adult says: “Today we are going on a number hunt! We will look for the number 1, find one thing, and make the number 1.”
Show the numeral 1 and say:
“This is 1. We say one. One means just one thing.”
Invite the child to hold up one finger. Count it together:
“One finger. There is one finger.”
Body of the Lesson
1. I Do: Watch Me Find One
Place several objects in front of the child. Pick up only one object.
Adult says: “I am taking one block. Let’s count it: one. I have one block.”
Place the block in a basket and point to the numeral 1.
Adult says: “One block goes with the number 1.”
Repeat with one toy, one crayon, and one button. Use clear, simple language each time.
2. We Do: Find One Together
Place several objects in a small pile. Ask the child to help you choose one object.
Adult asks: “Can you give me one toy?”
When the child chooses an object, count it together by touching it once:
“One. You gave me one toy!”
Try several rounds:
- “Can you find one block?”
- “Can you put one button in the bowl?”
- “Can you hold up one finger?”
- “Can you give one clap?”
Quick Check
Show the child two groups: one object in one group and three objects in another group.
Ask:
- “Which group has one?”
- “Can you point to one?”
If needed, count each group slowly together.
3. Movement Game: One, Two, Freeze!
Explain the game:
“When I say one, do one action. Then freeze!”
Give directions such as:
- “Take one jump.”
- “Clap one time.”
- “Spin one time.”
- “Touch one toe.”
- “Give one wave.”
After each action, say, “You did one!”
Transition: “Our bodies showed one. Now our hands will make one.”
4. We Do: Build the Number 1
Use play dough, blocks, or craft sticks to make the shape of the numeral 1.
Model the shape while saying:
“Start at the top. Go down. This makes 1.”
Help the child build or form the number. Let the child choose the material.
5. I Do, We Do, You Do: Trace and Write 1
I Do: Draw a large numeral 1 on paper. Say, “Start at the top and go down.”
We Do: Trace the number together. The adult may guide the child’s hand gently if needed.
You Do: Invite the child to trace several dotted numbers and then try making one independently.
Celebrate effort:
“You started at the top and made a number 1!”
6. Creative Activity: Draw One Special Thing
Ask the child to draw one object. Offer choices:
- One sun
- One flower
- One balloon
- One pet
- One favorite toy
Adult says: “Draw just one thing. Then tell me about your one thing.”
After the child finishes, ask:
- “What is your one thing?”
- “Can you point to one?”
- “Can you write or trace 1 next to it?”
Real-World Practice
Look around the home together and find examples of one. For example:
- One door in a room
- One spoon
- One pillow
- One toy chosen for play
- One book to read
Let the child choose one item and place it in a basket.
Adult asks: “How many did you choose?”
Encourage the child to answer, “One!”
You Do: Number 1 Challenge
Invite the child to complete the challenge independently:
- Point to the numeral 1.
- Say “one.”
- Put one object in the basket.
- Hold up one finger.
- Trace or make the numeral 1.
Give specific feedback after each step, such as:
“You counted only one object. That matches the number 1.”
Assessment
Formative Assessment
Throughout the lesson, notice whether the child can:
- Identify the numeral 1.
- Count one object without adding more objects.
- Follow directions involving one action or object.
- Use the word “one.”
Summative Assessment
Ask the child to complete these tasks:
- “Show me the number 1.”
- “Give me one block.”
- “How many blocks did you give me?”
- “Make a number 1.”
The child meets the lesson goal when they correctly complete at least three of the four tasks with little or no help.
Differentiation and Support
For a Child Who Needs More Support
- Use only one or two objects at a time.
- Place the numeral 1 next to one object as a visual clue.
- Guide the child’s finger while counting.
- Use large materials that are easy to hold.
- Repeat the same activity on another day.
For a Child Ready for More
- Find the numeral 1 in books, signs, or a calendar.
- Sort groups that have one object and groups that have more than one.
- Draw one object and write the number 1 without tracing.
- Ask the child to create a “one” page for a homemade number book.
Conclusion and Recap
Gather the materials and review the lesson together.
Adult asks:
- “What number did we learn?”
- “How many things does one mean?”
- “Can you show me one finger?”
- “Can you find one thing in the room?”
Finish with a short chant:
“One little finger, one little sun, one is a number, and learning is fun!”
Invite the child to say the final takeaway:
“One means just one!”
Optional Follow-Up
During the day, look for one more example of the number 1. The child may find it on a clock, a page in a book, a food package, or a calendar.