All About the Number 1
Materials Needed
- Large card or paper with the number 1
- Small objects to count, such as blocks, buttons, toy animals, or crackers
- Paper and crayons or washable markers
- Play dough or modeling clay
- One favorite toy or household object
- Optional: music for a short movement game
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 create the shape of the numeral 1.
- Use the word “one” in a simple sentence.
Success Criteria
“I can…”
- Find the number 1.
- Give you one object.
- Say “one” when I see one thing.
- Make or trace a number 1.
Introduction: Meet Number 1
Estimated time: 5 minutes
Hold up the number 1 card and say:
“Today we are going to learn about a very special number. It is the number 1! One means just one thing.”
Show the child one toy and ask:
- “How many toys do I have?”
- “Can you show me one finger?”
- “Can you find one object near you?”
Let the child look around and choose one object. Celebrate the answer: “Yes! You found one!”
Body: Learn and Practice
1. I Do: Teacher or Adult Demonstration
Estimated time: 5 minutes
Place several objects in front of the child. Slowly take one object and move it to a separate space.
Say:
“I am taking one block. Let’s count it: one. There is one block.”
Point to the number 1 card and say:
“This is what the number 1 looks like. The number 1 tells us there is one thing.”
Model writing the numeral in the air:
“Start at the top, go down, and make a little line at the bottom.”
Invite the child to copy the movement with a finger in the air.
2. We Do: Count One Together
Estimated time: 7 minutes
Give the child a small group of objects. Ask the child to choose one object and place it on a napkin, plate, or small piece of paper.
Count together:
“One.”
Repeat with different objects. Use questions such as:
- “Can you give me one block?”
- “Can you put one button in the cup?”
- “Can you choose one toy animal?”
Quick check: Mix one object with a group of several objects. Ask, “Which group has one?” Let the child point, touch, or explain.
3. Movement Game: Find One
Estimated time: 5 minutes
Call out simple actions. The child should do each action one time:
- “Clap one time.”
- “Jump one time.”
- “Spin one time.”
- “Touch one chair.”
- “Give one high-five.”
After each action, say together, “We did it one time!”
4. We Do: Make the Number 1
Estimated time: 8 minutes
Choose one of these hands-on options:
Play Dough Option
Roll one long piece of play dough. Place it on paper to form the number 1. Trace it with a finger while saying, “One.”
Crayon Option
Draw a large dotted number 1. Help the child trace over it. Then invite the child to draw one independently.
Household Object Option
Use one spoon, one pencil, or one toy to make the shape of a number 1 on the floor or table.
Give specific encouragement:
“You started at the top and went down. That looks like a number 1!”
5. You Do: One-Object Hunt
Estimated time: 8 minutes
Invite the child to walk around the home and find three different things that come in groups of one.
For example:
- One pillow
- One spoon
- One stuffed animal
For each item, the child should bring or point to one object and say:
“I found one ____.”
Let the child choose which objects to find. If moving around is not practical, place several objects nearby and ask the child to select one at a time.
Real-World Connection
Explain that people use the number 1 every day:
- One person can hold one cup.
- We may have one nose and one mouth.
- A recipe may need one egg.
- A sign may tell us to wait for one person.
Ask, “What is one thing you would take on a picnic?” Accept drawing, pointing, or speaking as answers.
Assessment
Formative Assessment
Throughout the lesson, observe whether the child can:
- Point to the numeral 1.
- Give one object when asked.
- Count one object without adding extra numbers.
- Identify which group has one object.
- Copy the air-writing movement for 1.
If the child is unsure, provide two choices: “Is this the number 1, or is this the number 3?”
Summative Assessment: Number 1 Challenge
Ask the child to complete these four tasks:
- Point to the number 1 among two or three numeral cards.
- Give the adult one object.
- Count one object aloud.
- Draw, trace, or build a number 1.
The child is successful when they 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 object at a time.
- Hold the child’s hand gently while tracing, if the child agrees.
- Repeat the same activity with familiar objects.
- Use simple language: “One means just one.”
- Allow the child to point or demonstrate instead of answering verbally.
For a Child Ready for More Challenge
- Ask the child to find the number 1 in a book, calendar, or label.
- Invite the child to draw one object beside the numeral 1.
- Ask, “What happens if we add one more?” and introduce the idea of two.
- Let the child make a simple card showing “1 sun,” “1 house,” or “1 flower.”
Conclusion and Recap
Estimated time: 3 minutes
Hold up the numeral 1 again and ask:
- “What number is this?”
- “How many things does one mean?”
- “Can you show me one finger?”
- “What is one thing you found today?”
Finish with a short chant:
“One, one, number one!
One little step, and we are done!”
Celebrate the child’s work and display the number 1 drawing or creation.
Optional Follow-Up Activities
- Read a counting book and look for pages showing one object.
- Set the table with one plate, one cup, and one spoon.
- Make a snack with one banana slice, one cracker, or one piece of fruit.
- Take a “number 1” walk and photograph or draw one interesting object.