One Is Wonderful! Learning the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon, pencil, or washable marker
- Small objects such as blocks, toy animals, buttons, or snacks
- One paper plate or small bowl
- Play dough or modeling clay
- Number cards, including a large card showing 1
- Optional: music for a movement song
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the numeral 1.
- Count one object accurately.
- Show one object when asked.
- Trace or attempt to write the numeral 1.
- Use the word “one” in a simple sentence.
Success Criteria
“I can…”
- “I can find the number 1.”
- “I can give you one thing.”
- “I can say one while I count.”
- “I can make a number 1 with my finger, play dough, or crayon.”
Introduction: One Special Thing
Time: 5 minutes
Place one interesting object in front of the child, such as one toy animal or one colorful block.
Say:
“Look! I have one toy. One means just one. Can you hold up one finger?”
Invite the child to look around and find one thing nearby. Ask:
- “Can you find one shoe?”
- “Can you show me one finger?”
- “Can you find one red thing?”
Tell the child:
“Today we will learn about the number 1. We will count one thing, find the number 1, and make the number 1.”
Body of the Lesson
Part 1: I Do — Meet the Number 1
Time: 5 minutes
Show the large number card with 1.
Say:
“This is the number 1. We say, ‘one.’ The number 1 tells us there is one thing.”
Place one block beside the number card. Touch the block once and say:
“One block. I touched it one time.”
Trace the number 1 slowly with your finger. Use simple language:
“Start at the top. Go down. Now we have 1.”
Model making the number 1 with:
- Your finger in the air
- Your finger on the table
- One piece of play dough
Part 2: We Do — Count One Object
Time: 7 minutes
Place several objects in a small pile. Ask the child to choose one object and put it on the paper plate or in the bowl.
Use this pattern:
- “Pick one.”
- “Put it on the plate.”
- “Touch it.”
- “Say one.”
Repeat with different objects. Keep only one object on the plate each time.
Ask quick-check questions:
- “How many blocks are on the plate?”
- “Is there one toy or two toys?”
- “Can you give me one button?”
Think-and-share: Ask the child to name something they have one of. Possible answers include one nose, one mouth, or one favorite stuffed animal.
Part 3: We Do — Number 1 Movement Game
Time: 5 minutes
Explain:
“When I say ‘one,’ do one movement.”
Try the following:
- One jump
- One clap
- One spin
- One stomp
- One high-five
After each movement, ask:
“How many did we do?”
Encourage the child to answer, “One!”
Part 4: You Do — Number 1 Hunt
Time: 7 minutes
Hide or place several number cards around the room. Include one or more cards showing 1 and other cards with different numbers or simple shapes.
Give clear directions:
“Find the number 1. Bring it to me when you find it.”
When the child finds a card, ask:
- “What number is this?”
- “Can you show one finger?”
- “Can you find one object to put beside it?”
For a homeschool option, the child may search around the home for the numeral 1 in books, calendars, labels, or signs.
Part 5: You Do — Make the Number 1
Time: 7 minutes
Offer the child a choice of activities:
- Trace a large dotted number 1.
- Draw a number 1 with a crayon.
- Build a number 1 with play dough.
- Make a number 1 using one long craft stick and one small diagonal stick.
- Paint a large number 1 with a finger.
Say:
“Start at the top and move your finger down. You are making 1!”
Do not require perfect handwriting. Praise effort and direction:
“You started at the top and went down. That looks like a number 1.”
Real-World Activity: One-Item Helper
Time: 5 minutes
Invite the child to complete a real-life task using one item:
- Bring one napkin to the table.
- Put one toy in the basket.
- Choose one book to read.
- Place one spoon beside a plate.
- Give one snack to a family member or stuffed animal.
Ask the child to explain:
“I brought one ____.”
Formative Assessment
During the lesson, observe whether the child can:
- Point to the numeral 1.
- Show one finger.
- Select one object from a group.
- Say “one” while touching one object.
- Attempt to form the numeral 1.
If the child is unsure, use fewer objects, demonstrate again, and offer choices:
“Do you see one block or three blocks?”
Summative Assessment: Show Me One
Give the child a small group of objects and ask the following:
- “Show me the number 1.”
- “Give me one object.”
- “How many objects did you give me?”
- “Make the number 1 with your finger.”
- “Can you draw or build a number 1?”
Success benchmark: The child completes at least four of the five tasks with support as needed.
Differentiation and Choice
For a child who needs more support
- Use only one object and one number card at a time.
- Guide the child’s hand while tracing the number.
- Repeat the same short phrases: “One means just one.”
- Use large objects that are easy to see and touch.
- Allow pointing, gestures, or showing one finger instead of speaking.
For a child ready for a challenge
- Ask the child to find groups containing exactly one object.
- Invite the child to compare one object with a group of two or three.
- Ask the child to draw one object beside the number 1.
- Have the child make a simple sentence, such as “I have one ball.”
- Invite the child to teach a stuffed animal about the number 1.
Conclusion: Tell What We Learned
Time: 3 minutes
Hold up the number card again and ask:
- “What number is this?”
- “How many is one?”
- “Can you show one finger?”
- “What is one thing you can see?”
Recap together:
“Today we learned that the number 1 means one thing. We found 1, counted 1, moved 1 time, and made the number 1.”
Finish with a cheerful chant:
“One finger up, number 1!
One little count, learning is fun!”
Optional Follow-Up
Throughout the day, invite the child to notice “one” in everyday life. Ask questions such as:
- “Can you bring me one sock?”
- “Can you find one circle?”
- “Can you choose one book?”
- “Can you put one toy away?”