All About the Number 1
Materials Needed
- Large paper or a whiteboard
- Marker or crayon
- Number cards, including the number 1
- Small objects to count, such as blocks, buttons, or toy animals
- Play dough
- Paper and crayons
- One favorite toy or stuffed animal
- Optional: music for a movement game
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the numeral 1.
- Count one object.
- Show one object when asked.
- Trace or make the shape of the number 1.
- Connect the number 1 with real-life examples.
Success Criteria
Success looks like this:
- “I can point to the number 1.”
- “I can give you one thing.”
- “I can make a number 1.”
- “I can tell you something I have one of.”
Introduction: The One-and-Only Toy
Time: 5 minutes
Place one favorite toy in front of the child.
Say: “Look! I have one toy. One means just one. Can you show me one finger?”
Invite the child to hold up one finger and repeat: “One!”
Explain: “Today we will play and learn about the number 1. We will find one thing, count one thing, and make the number 1.”
Body of the Lesson
1. I Do: Meet the Number 1
Time: 5 minutes
Draw or show a large numeral 1.
Say: “This is the number 1. It looks like a straight line. The number 1 tells us there is one thing.”
Use one object to model counting:
- Place one block on the table.
- Touch the block.
- Say, “One block.”
- Show the numeral 1.
Give examples from daily life: “We have one nose, one mouth, and one sun in the sky.”
Quick check: Ask, “How many blocks do we have?” Help the child answer, “One.”
2. We Do: Find One
Time: 8 minutes
Place several groups of objects nearby. For example, place one block in one group, two blocks in another group, and three blocks in a third group.
Say: “Let’s find the group with one object.”
Count each group together slowly. Touch each object while counting.
Repeat with different objects:
- “One spoon.”
- “One crayon.”
- “One shoe.”
Think-and-talk: Ask, “Can you find one thing in this room?” Let the child choose an object and explain what it is.
3. We Do: Number 1 Movement Game
Time: 5 minutes
Play music or clap a steady beat. Give one-step directions:
- “Take one jump.”
- “Clap one time.”
- “Turn around one time.”
- “Touch one toy.”
After each action, ask: “How many did you do?” Encourage the child to answer, “One!”
4. I Do, Then We Do: Make the Number 1
Time: 8 minutes
Model how to draw the number 1:
- “Start at the top.”
- “Make a straight line down.”
- “That makes number 1!”
Draw a large number 1 in the air using your finger. Invite the child to copy you.
Next, make the number 1 with play dough. Roll one long piece of play dough and stand it up like a 1.
Say: “Now you try. Make a number 1 with your finger, play dough, or crayon.”
5. You Do: Number 1 Hunt
Time: 8 minutes
Give the child a number card or ask the child to look for the numeral 1 around the home.
Possible places to look:
- Books
- Clocks
- Calendars
- Labels
- Number cards
Each time the child finds a 1, say: “You found the number 1!”
If searching is not practical, place several number cards on the floor and ask the child to choose the number 1.
6. You Do: One-Thing Picture
Time: 8 minutes
Ask the child to draw one thing. The child may choose one sun, one flower, one pet, or one toy.
Help the child write or trace the number 1 beside the picture.
Ask: “What did you draw one of?”
Celebrate the child’s choice and effort. The drawing does not need to look perfect.
Formative Assessment
During the lesson, check understanding by asking:
- “Which card shows the number 1?”
- “Can you give me one block?”
- “How many fingers are you holding up?”
- “Can you find one toy?”
- “Can you show me how to make a 1?”
Notice whether the child can recognize, count, show, and make the number 1. Offer gentle help when needed.
Summative Assessment: Show What You Know
Place a few objects and number cards in front of the child. Invite the child to complete these tasks:
- Point to the number 1.
- Choose one object.
- Count the object by saying, “One.”
- Hold up one finger.
- Draw or build a number 1.
The child meets the goal by completing most tasks with little or no help.
Differentiation and Choice
For Extra Support
- Use only one object and one number card at a time.
- Guide the child’s finger while counting.
- Let the child trace a large dotted number 1.
- Repeat the same activity on another day.
For an Extra Challenge
- Ask the child to find two groups that each have one object.
- Invite the child to find the number 1 in a book or calendar.
- Ask, “What happens if we add one more?”
- Have the child make a page showing one each of several objects.
Learning Choices
The child may choose to practice by:
- Building the number 1 with blocks
- Making the number 1 with play dough
- Drawing the number 1
- Finding the number 1 in books
- Playing the movement game
Conclusion: Tell What We Learned
Time: 3 minutes
Show the number 1 again and say:
“Today we learned about the number 1. One means just one. We found one object, counted one object, moved one time, and made the number 1.”
Ask the child:
- “What number did we learn?”
- “Can you show me one finger?”
- “What is one thing you like?”
End with a cheerful chant:
“One, one, number 1! Learning numbers is so much fun!”
Optional Follow-Up
Throughout the day, point out examples of one: one cup, one plate, one door, or one pet. Ask the child to find one object during everyday activities.