All About the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon or washable marker
- One favorite toy or stuffed animal
- Small objects such as blocks, buttons, or toy animals
- Number cards or a homemade card showing 1
- Play dough or modeling clay
- Paper and crayons
- Optional: music for a counting 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 item when asked.
- Trace or make the shape of the numeral 1.
- Use the word “one” in a simple sentence.
Success Looks Like
The child can say “one,” point to the numeral 1, give you one object, and make a reasonable attempt to write or form the numeral.
Introduction: Meet Number 1
Hook: Hold up one favorite toy or stuffed animal.
Say: “Look! I have one toy. One means just one. Can you show me one finger?”
Invite the child to hold up one finger. Count together:
“One!”
Show the number card and say:
“This is the number 1. We see the number 1 when we have one thing.”
Today We Will:
- Find the number 1.
- Count one thing.
- Make the number 1.
- Play a one-object game.
Body of the Lesson
Part 1: I Do — Modeling One
Place one object on the table.
Say: “I see one block. I touch it one time while I say, ‘one.’”
Point to the numeral card:
“The number 1 tells us there is one object.”
Model making the numeral in the air:
“Start at the top. Go down. This is number 1.”
Trace the numeral slowly with your finger while saying:
“Down for one!”
Quick Check
Ask:
- “How many blocks do you see?”
- “Can you point to the number 1?”
- “Can you show me one finger?”
Part 2: We Do — Find One
Place several small objects in front of the child. Ask the child to choose one object.
Give simple directions one at a time:
- “Pick up one block.”
- “Put one animal in the bowl.”
- “Give me one button.”
- “Touch one object.”
After each turn, count together: “One!”
Think and Talk
Ask the child:
- “What is one thing you like?”
- “Can you find one red thing?”
- “Can you bring me one toy?”
Use real-life examples such as:
- “You have one nose.”
- “You have one mouth.”
- “The sun is one big sun.”
- “You can choose one snack.”
Part 3: We Do — Number 1 Movement Game
Say an action and have the child do it one time:
- One jump
- One clap
- One spin
- One stomp
- One wiggle
Say: “We will do each action only one time. Ready? One jump!”
Pause and ask: “How many jumps did we do?”
Help the child answer: “One!”
Part 4: You Do — Number 1 Hunt
Give the child the number 1 card or make a pretend “number detective” badge.
Say:
“You are looking for the number 1! Let’s find one number 1 in our home.”
Search together for the numeral 1 on a clock, book, calendar, game, package, or written note.
When the child finds one, ask:
- “What number did you find?”
- “Can you trace it with your finger?”
- “Can you find one more number 1?”
Part 5: Make the Number 1
Offer one of these choices:
- Trace a large numeral 1 with a crayon.
- Form a numeral 1 with play dough.
- Make a numeral 1 using one strip of paper or one craft stick.
- Draw one long line to make a numeral 1.
- Paint a large numeral 1 with a finger or paintbrush.
Give gentle guidance:
“Start at the top and go down. You are making number 1.”
Part 6: Creative Activity — One Special Thing
Ask the child to draw one special thing. It may be one sun, one flower, one pet, or one toy.
Say:
“Draw just one thing. When you finish, tell me: ‘I drew one ___.’”
Encourage the child to complete the sentence:
“I drew one ______.”
Formative Assessment
Check understanding throughout the lesson by asking the child to:
- Show one finger.
- Point to the numeral 1.
- Give you one object.
- Count one object.
- Identify whether a group has one object or more than one.
If the child gives two objects, say kindly:
“Let’s check. You gave me two. I asked for one. Can you give me just one?”
Summative Assessment: Show What You Know
Place the numeral 1 and several objects in front of the child. Ask the child to complete these tasks:
- “Point to the number 1.”
- “Give me one object.”
- “Show me one finger.”
- “Make the number 1 with your finger or play dough.”
- “Tell me how many objects you chose.”
Celebrate effort and accuracy with specific feedback:
“You gave me one block and counted it correctly. You know that one means just one!”
Differentiation and Support
For a Child Who Needs More Support
- Use only one object at a time before adding more objects.
- Guide the child’s hand while tracing the numeral.
- Use large objects that are easy to see and touch.
- Repeat the phrase, “One means just one.”
- Allow pointing, showing, or moving objects instead of answering with words.
For a Child Ready for More
- Ask the child to find the numeral 1 in a book or calendar.
- Invite the child to compare one object with a group of two or three objects.
- Ask the child to draw one object and write the numeral 1 beside it.
- Have the child make a “one” page for a counting book.
Real-World Connection
During the day, look for natural examples of one:
- One cup
- One shoe
- One book
- One pet
- One banana
Each time, ask: “How many?” Help the child answer: “One!”
Conclusion and Recap
Hold up the numeral 1 and say:
“Today we learned about number 1. One means just one. We found one object, showed one finger, moved one time, and made the number 1.”
Ask the child:
- “What number did we learn?”
- “Can you show me one finger?”
- “Can you find one thing in the room?”
Finish with a chant:
“One, one, number 1! Learning numbers is fun!”