All About the Number 1
Materials Needed
- Large paper or a small whiteboard
- Marker or crayon
- Number cards, including the number 1
- Small objects to count, such as blocks, buttons, or toy animals
- Paper and crayons
- Play dough or clay
- 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.
- Connect the number 1 with the idea of “one thing.”
- Trace or make the numeral 1.
- Find one object in everyday surroundings.
Success Criteria
“I can…”
- Point to the number 1.
- Give you one object.
- Say, “One!” when I see one thing.
- Make a number 1 with a crayon, finger, or play dough.
Introduction: The Number 1 Treasure Hunt
Time: 5 minutes
Hold up one favorite 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. Look around the room together and find one item, such as one pillow, one book, or one spoon.
Say:
“Today we are going to play with the number 1. We will find it, count it, and make it!”
Body of the Lesson
1. I Do: Meet the Number 1
Time: 5 minutes
- Show the child a large number card with 1.
- Say, “This is the number 1. It means one.”
- Place one block next to the card.
- Point to the block and count slowly: “One.”
- Show several blocks and separate one block from the group.
Use simple talking points:
- “One means not two.”
- “One is a single thing.”
- “I see one block.”
Quick check: Show one toy and then two toys. Ask, “Which group has one?”
2. We Do: One or More?
Time: 5–7 minutes
Place small groups of objects in front of the child. Some groups should have one object, and others should have two or three.
For each group, ask:
- “How many do you see?”
- “Is this one?”
- “Can you touch the group with one?”
Take turns. Let the child make a group with one object while you make a group with two objects.
Say:
“You made one! I made more than one. Let’s check by counting.”
Movement option: Give directions such as:
- “Take one big jump.”
- “Clap one time.”
- “Touch one knee.”
- “Spin one time.”
3. We Do: Make the Number 1
Time: 5 minutes
Use your finger to draw a large number 1 in the air. Say:
“Start at the top. Go straight down. That makes 1.”
Invite the child to copy you:
- Trace the number 1 in the air.
- Trace the number 1 on the table with a finger.
- Trace the number 1 on paper.
Use a short chant:
“Down we go, that’s number 1!”
4. You Do: Number 1 Art
Time: 10 minutes
Give the child paper and crayons. Invite the child to:
- Draw or trace one large number 1.
- Draw one object beside it, such as one sun, one flower, or one balloon.
- Color the picture.
Offer a choice:
- “Would you like to draw one star or one flower?”
- “Would you like to use crayons or play dough?”
Play dough option: Help the child roll one long piece of dough and shape it into the number 1.
5. You Do: Find One
Time: 5 minutes
Invite the child to search for one item in each area of the home. Examples include:
- One sock
- One book
- One spoon
- One stuffed animal
- One toy car
Each time the child finds an item, ask:
“How many did you find?”
Encourage the child to answer, “One!”
Formative Assessment
During the lesson, observe whether the child can:
- Point to the numeral 1.
- Choose a group containing one object.
- Give you one object when asked.
- Say the word “one.”
- Attempt to trace or form the number 1.
Give specific feedback:
- “You gave me exactly one block.”
- “You found the number 1!”
- “You started at the top and moved your crayon down.”
Summative Assessment: Show Me One
At the end of the lesson, place several objects and number cards nearby. Ask the child to:
- Point to the number 1.
- Give you one object.
- Make one group with one object.
- Draw or make the number 1.
- Tell you something that comes one at a time.
A successful response may be spoken, pointed to, acted out, drawn, or made with objects.
Differentiation and Support
For a Child Who Needs More Support
- Use only one object and two objects at first.
- Give the child hand-over-hand help when tracing.
- Repeat the same short phrase: “One means one thing.”
- Use large objects that are easy to see and touch.
- Allow the child to answer by pointing or showing one finger.
For a Child Ready for More Challenge
- Ask the child to find the numeral 1 in a book or on a sign.
- Ask, “What happens if we add one more?”
- Invite the child to make a picture with one of several different objects.
- Compare one object with groups of two, three, and four objects.
- Ask the child to write the number 1 without tracing.
Conclusion and Recap
Time: 3 minutes
Hold up the number card and ask:
- “What number is this?”
- “Can you show me one finger?”
- “Can you give me one hug?”
Recap together:
“Today we learned about 1. One means one thing. We found one, counted one, and made the number 1.”
End with one clap and say:
“One clap for number 1!”
Optional Everyday Practice
During the day, invite the child to find one item during ordinary routines:
- “Please bring me one cup.”
- “Let’s put on one shoe, then the other shoe.”
- “Can you choose one snack?”
- “Let’s read one book before bedtime.”