All About the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon, marker, or pencil
- Number cards or a homemade card showing 1
- Small objects such as blocks, buttons, toy animals, or snacks
- Paper and stickers
- A small bag or basket
- 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 word “one.”
- Count one object correctly.
- Make or trace the shape of the numeral 1.
- Find examples of “one” in everyday life.
Success Criteria
“I can” statements:
- I can point to the number 1.
- I can show one object.
- I can say “one.”
- I can try to write or trace 1.
Introduction: One Special Thing
Hook: Hold up one favorite toy or object. Say, “Look! I have one teddy bear. One means just one.”
Invite the child to look around and find one thing. Ask:
- “Can you find one toy?”
- “Can you show me one finger?”
- “How many noses do you have?”
Tell the child: “Today we are learning about the number 1. We will find it, say it, count it, and make it.”
Body of the Lesson
1. I Do: Meet the Number 1
Show the number card or write a large 1.
Say slowly: “This is the number 1. We say, ‘one.’ One means only one.”
Place one block beside the number 1. Touch the block and say, “One block.”
Model counting:
- Touch the object.
- Say “one.”
- Stop counting because there is only one object.
Trace the number in the air using one finger. Say, “Start at the top. Go down. This makes 1.”
2. We Do: Find One
Place several groups of objects in front of the child. Some groups should have one object, and some should have two or more.
Work together to find the groups with one object.
Use simple questions:
- “Which group has one block?”
- “Does this group have one or more than one?”
- “Can you touch just one?”
Movement Game: Show Me One
Call out an action and ask the child to do it one time:
- Clap one time.
- Jump one time.
- Tap your head one time.
- Spin one time.
- Give one wave.
Pause after each action and celebrate: “You did it one time!”
3. You Do: The One Hunt
Give the child a small basket or bag. Search around the home for things that come in groups of one.
Possible examples include:
- One spoon
- One sock
- One book
- One toy animal
- One leaf
For each item, ask the child to place it in the basket and say, “One ______.”
Safety note: Choose only safe objects that are too large to swallow.
Number 1 Art Activity
Write a large numeral 1 on a piece of paper.
Invite the child to:
- Trace the number with a finger.
- Trace it with a crayon.
- Decorate it with one sticker, one fingerprint, or one small drawing.
Say, “You made the number 1. You used one sticker.”
Choice Activity
Let the child choose one activity:
- Build one tower with blocks.
- Draw one sun.
- Make one pretend sandwich.
- Find one red object.
- Sing a counting song and hold up one finger when you hear “one.”
Formative Assessment: Quick Checks
Throughout the lesson, ask the child to:
- Point to the number 1.
- Choose one object from a group.
- Show one finger.
- Say “one” after counting an object.
- Decide whether a group has one object or more than one.
Give specific feedback, such as: “You touched the block once and said one. That was careful counting.”
Summative Assessment: Show What You Know
Place two or three small groups of objects in front of the child. Ask the child to complete these tasks:
- Point to the group with one object.
- Show one object.
- Point to the numeral 1.
- Say “one.”
- Trace or draw the numeral 1.
The child is successful when they complete most tasks with little or no help.
Differentiation and Support
For Extra Support
- Use only one object at a time.
- Give two choices, such as “Is this one or two?”
- Guide the child’s hand while tracing.
- Repeat the words “one object” often.
- Use real objects before using written numbers.
For an Extra Challenge
- Ask the child to find one object of a specific color.
- Ask, “What would happen if we added one more?”
- Invite the child to draw one object and write 1 beside it.
- Look for the numeral 1 on books, clocks, signs, or calendars.
- Ask the child to make a group of one and a group of more than one.
Conclusion: Tell What We Learned
Hold up the number card again and ask:
- “What number is this?”
- “How many objects mean one?”
- “Can you show me one finger?”
Review together:
“Today we learned that 1 means one. We found one object, counted one object, moved one time, and practiced writing 1.”
End with a celebration: “You are a number 1 superstar!”
Optional Follow-Up
During the day, invite the child to notice things that come in ones, such as one moon, one nose, one spoon, or one favorite toy. Ask the child to say, “I found one!” each time.