All About the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon or marker
- Number cards or paper showing the number 1
- Small objects to count, such as blocks, buttons, or toy animals
- One favorite toy or stuffed animal
- Play dough or modeling clay
- Paper and crayons
- 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 correctly.
- 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 count one object: 1.”
- “I can make a number 1 with my finger, crayon, or play dough.”
Introduction: Hook and Objectives
Time: 5 minutes
Hold up one favorite toy and say:
“Look! I have one teddy bear. One means just one. Today we will learn about the number 1!”
Invite the child to look around the room and find something they can see only one of. Examples might include one window, one table, or one favorite toy.
Say:
“Today we will find one, count one, and make the number 1.”
Body: Learn and Practice
1. I Do: Meet the Number 1
Time: 5 minutes
Show the numeral 1 on a card or write it on paper.
Say:
“This is the number 1. It looks like a straight line with a little hat.”
Trace the number slowly with your finger while saying:
“Start at the top, go down, and make a little line at the bottom.”
Hold up one object. Count it slowly:
“One block. There is one block.”
Show a group of two or three objects and compare:
“This is more than one. This group has two blocks. One means only one.”
Quick Check
Show the number 1 and another number, such as 2. Ask:
“Can you point to the number 1?”
Celebrate effort and gently correct by saying:
“That is 2. This is 1. Let’s try again.”
2. We Do: Find One
Time: 8 minutes
Place several groups of objects in front of the child. Some groups should have one object, and others should have two or more.
Give these clear instructions:
- “Look at this group.”
- “Touch the objects as we count.”
- “Which group has one?”
- “Point to the group with one object.”
Try different objects, such as one block, one spoon, one sock, or one toy animal.
Use a think-pair-share variation for homeschool:
- Think: Let the child look quietly.
- Share: Ask, “Which group has one?”
- Explain: Encourage the child to say, “This has one.”
Movement Game: One Jump
Say an action and the number of times to do it:
- “Do one jump!”
- “Clap one time!”
- “Stomp one foot!”
- “Touch one toy!”
Pause after each action and ask:
“How many did you do?”
3. We Do: Make the Number 1
Time: 8 minutes
Choose one or more ways to make the number 1:
Finger Writing
Have the child draw the number 1 in the air using a large arm movement.
Play Dough Number
Roll the play dough into a long snake. Bend or arrange it to make a number 1.
Crayon Tracing
Draw several large dotted numbers 1. Let the child trace over them.
Repeat the simple direction:
“Start at the top. Go down. Add the little line.”
Formative Check
Ask the child to make a number 1 in their favorite way. Observe whether the child:
- Begins near the top.
- Makes a mostly straight line.
- Understands that the shape represents 1.
4. You Do: One-Object Hunt
Time: 8 minutes
Invite the child to go on a “Number 1 Hunt” around the home.
Say:
“Find one thing. Bring me just one thing at a time.”
For each item, ask:
- “What did you find?”
- “How many did you bring?”
- “Can you show me one finger for one?”
Possible objects include one book, one sock, one spoon, or one stuffed animal. Do not require the child to find a printed numeral 1; the goal is to connect the idea of one with real objects.
5. Creative Choice Activity
Time: 5–10 minutes
Let the child choose one activity:
- Draw One: Draw one sun, one flower, or one pet.
- Build One: Build one small tower with blocks.
- Feed One: Give one pretend snack to a stuffed animal.
- Decorate One: Decorate one large number 1 with crayons or stickers.
Ask the child to explain:
“What did you make one of?”
Assessment
Formative Assessment During the Lesson
- Ask the child to point to the numeral 1.
- Ask the child to give you one object.
- Ask the child to count one object.
- Observe the child making or tracing the number 1.
- Listen for the child using the word “one.”
Summative Demonstration
At the end of the lesson, place three groups of objects in front of the child: a group with one object, a group with two objects, and a group with three objects.
Ask the child to:
- Point to the group with one object.
- Give you one object.
- Point to the numeral 1.
- Make a number 1 using a crayon, finger, or play dough.
The child meets the lesson goal when they correctly complete at least three of the four tasks with support as needed.
Differentiation and Support
For a Child Who Needs More Support
- Use only one object and an empty space at first.
- Give choices: “Is this one or two?”
- Use hand-over-hand guidance for tracing if welcomed.
- Repeat the same language: “One means just one.”
- Practice for short periods with movement breaks.
For a Child Ready for More Challenge
- Find printed number 1s in books, signs, or calendars.
- Make groups containing one object and explain how they know.
- Compare one object with a group of more than one.
- Practice writing the number 1 independently.
- Tell a simple story using the number 1, such as, “I have one dog.”
Conclusion: Closure and Recap
Time: 3–5 minutes
Hold up the number 1 and ask:
- “What number is this?”
- “Can you show me one finger?”
- “Can you find one toy?”
Recap together:
“Today we learned that 1 means one. We found one thing, counted one thing, and made the number 1.”
Finish with a short chant:
“One little finger, held up high,
One little bird flying in the sky,
One means one—now we know!
Number 1, you’re ready to show!”
Optional Follow-Up
During the day, notice examples of one and say them aloud:
- “You have one nose.”
- “There is one door.”
- “You picked one apple.”
- “You are holding one crayon.”