All About the Number 1
Materials Needed
- Large paper or a whiteboard
- Marker or crayon
- One small toy or household object
- Several safe objects to count, such as blocks, socks, or spoons
- Paper and crayons
- Optional: play dough, stickers, or music
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the numeral 1.
- Say that “one” means a single thing.
- Count one object accurately.
- Trace or make the numeral 1.
- Find examples of one thing in everyday life.
Success Criteria
I can:
- Point to the number 1.
- Show one object when asked.
- Say, “This is one.”
- Try to write or trace 1.
Introduction: One Special Thing
Time: 5 minutes
Hold up one toy and say:
“Look! I have one toy. One means just one. Can you show me one finger?”
Invite the child to hold up one finger. Sing or chant:
“One, one, here we go!
One small finger—wiggle it slow!”
Tell the child:
“Today we will 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 a large 1 on paper or a whiteboard. Say:
“This is the number 1. We say one.”
Point to one object and model counting:
“One block. I touched one block, so I say one.”
Show several objects, but select only one. Explain:
“When I take just one, I have one.”
Trace the numeral with your finger while saying:
“Start at the top. Go down. Number 1!”
2. We Do: Find One
Time: 8 minutes
Place a few safe objects nearby. Give clear instructions:
- “Find one block.”
- “Put one spoon on the table.”
- “Bring me one sock.”
- “Show me one finger.”
After each turn, count together by touching the object once:
“One. We found one!”
Think-and-talk question:
“What is one thing you can see?”
Accept answers such as one chair, one pet, one shoe, or one window. If the child names something with more than one, gently say:
“Let’s choose just one. Can you point to one chair?”
3. We Do: Number 1 Movement Game
Time: 5 minutes
Play music or clap a steady beat. Give one-action directions:
- “Take one jump.”
- “Clap one time.”
- “Spin one time.”
- “Touch one toe.”
- “Give one high-five.”
Pause after each action and ask:
“How many did we do?”
Help the child answer, “One!”
4. You Do: Number 1 Art
Time: 10 minutes
Invite the child to make a “Number 1 Picture.” Offer choices:
- Draw one sun.
- Draw one flower.
- Draw one favorite toy.
- Make one object with play dough.
- Decorate a large numeral 1 with one sticker or several small marks.
Encourage the child to trace or copy the numeral:
“Start at the top and draw down. You are making a 1!”
Do not require perfect handwriting. Praise effort and meaning:
“You made a line like the number 1.”
5. Real-World Number 1 Hunt
Time: 5–8 minutes
Walk around the home together and look for examples of one. The child may find:
- One door handle
- One lamp
- One pillow
- One plant
- One family pet
- One favorite book
Let the child choose where to look. Each time, ask:
“Can you show me one?”
Formative Assessment: Quick Checks
Ask the child to complete these tasks throughout the lesson:
- Point to the numeral 1.
- Show one finger.
- Give you one object.
- Count one object by touching it once.
- Tell you what “one” means.
If the child gives too many objects, place the extras aside and say:
“You gave me a lot. Let’s keep just one.”
Summative Assessment: Show What You Know
Give the child three simple challenges:
- “Point to the number 1.”
- “Put one object in the bowl.”
- “Make a number 1 with your finger, crayon, or play dough.”
The child is successful when they complete at least two challenges with little help. Record a photo, drawing, or brief note if desired.
Differentiation and Support
For Extra Support
- Use only two choices: “Do you see 1 or 2?”
- Guide the child’s hand while counting one object.
- Use large objects that are easy to see and touch.
- Repeat the same words: “One means just one.”
- Let the child respond by pointing, moving, or speaking.
For More Challenge
- Ask the child to find the numeral 1 in a book or on a label.
- Ask, “Can you find one thing and then tell me its color?”
- Compare one object with a group: “Which has one—the cup or the blocks?”
- Invite the child to write the numeral 1 independently.
- Ask the child to make a simple page with one object on it and label it “1.”
Conclusion and Recap
Time: 3–5 minutes
Review the lesson by showing the numeral 1 again. Ask:
- “What number is this?”
- “How many is one?”
- “Can you show me one finger?”
- “What is one thing you found today?”
Finish with this chant:
“One means one, and one is fun!
One little finger, lesson done!”
Celebrate the child’s work by saying:
“Today you found one, counted one, and made the number 1!”
Optional Follow-Up Activities
- Read a counting book and look for the number 1.
- Serve one small snack and count it together.
- Place one toy in each room during a number hunt.
- Make a “one” collage using one large shape.
- Repeat the movement game during the next routine or transition.