Number 1: One Is Fun!
Materials Needed
- Large paper or a 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
- A small basket or bowl
- Optional: music for a movement game
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the number 1.
- Say the number 1.
- Count one object.
- Trace or make the numeral 1.
- Show one object when asked.
Success Criteria
“I can…”
- Point to the number 1.
- Say, “One!”
- Give you one object.
- Make a number 1 with my finger, crayon, or play dough.
Introduction: A One-derful Surprise
Time: 5 minutes
Hide one small toy in a basket. Let the child look inside.
Say: “Look! I found something. How many toys are in the basket?”
Help the child answer, “One.” Hold up one finger and say, “One means just one. I have one nose, one mouth, and one toy.”
Show the numeral 1.
Say: “This is the number 1. The number 1 tells us there is one thing.”
Tell the child: “Today we will learn about the number 1. We will find one thing, make one, and move like the number 1.”
Body: Learn and Practice
1. I Do: Meet the Number 1
Time: 5 minutes
Draw a large number 1 on paper or a whiteboard.
Say: “This is number 1. It looks like a straight line. Watch me make it.”
Slowly model writing the number:
- “Start at the top.”
- “Go straight down.”
- “Now I made a 1!”
Hold up one finger and connect the finger to the numeral.
Say: “One finger. One number. They both show 1.”
2. We Do: Find One
Time: 7 minutes
Place several groups of objects nearby. Some groups should have one object, while others have two or more.
Say: “Let’s find the group with one object.”
Invite the child to touch each group and count slowly.
When the child finds one object, ask:
- “How many are there?”
- “Can you touch the one block?”
- “Can you give me one toy?”
Repeat with different objects. Let the child choose which objects to count.
Quick Check: Hold up one object and then several objects. Ask, “Which group shows one?”
3. We Do: Number 1 Movement Game
Time: 5 minutes
Play music or clap a simple rhythm. Give the child movement directions.
- “Take one jump.”
- “Clap one time.”
- “Stomp one foot.”
- “Turn around one time.”
- “Touch one toy.”
Pause after each action and ask, “How many did you do?” Encourage the child to answer, “One.”
4. I Do and We Do: Make the Number 1
Time: 8 minutes
Model making the number 1 with play dough.
Say: “I will roll the play dough into a long snake. Then I will make it stand like a straight line. It is a number 1!”
Help the child make a number 1 using one of these choices:
- Play dough
- Finger tracing in the air
- Finger tracing on a table
- Drawing with a crayon
- Building with one long block or craft stick
Use simple language:
Say: “Start at the top. Go down. You made 1!”
5. You Do: One-Object Hunt
Time: 7 minutes
Ask the child to find one object in the room. The child may choose a spoon, sock, book, block, or toy.
Instructions:
- “Find one thing.”
- “Bring it to me.”
- “Tell me what it is.”
- “Tell me how many you brought.”
Repeat two or three times. Allow the child to choose the objects.
Real-world connection: Talk about things that come as one, such as one bed, one toothbrush, one nose, or one favorite toy.
6. You Do: Number 1 Art
Time: 8 minutes
Give the child paper and crayons. Invite the child to decorate a large number 1.
Say: “Draw one big number 1. You can add one sticker, one star, or one picture beside it.”
Offer choices:
- Draw one sun.
- Draw one flower.
- Draw one favorite toy.
- Make one handprint.
Ask the child to explain the picture:
“What is your one thing?”
Formative Assessment During the Lesson
- Show two number cards and ask the child to point to 1.
- Ask the child to give you one object.
- Ask, “How many fingers am I holding up?”
- Watch whether the child counts one object without adding more.
- Ask the child to trace the number 1 in the air.
Conclusion: Tell What We Learned
Time: 5 minutes
Place the numeral 1 and one object together.
Ask:
- “What number is this?”
- “How many objects are here?”
- “Can you show me one finger?”
- “Can you make a number 1 in the air?”
Invite the child to complete these sentences:
- “Today I learned the number ___.”
- “One means ___ thing.”
- “I can make a number ___.”
Closing chant:
“One little finger, hold it high.
One bright number, way up high.
One means one, now we know.
Number 1—watch me go!”
Summative Assessment: Show Me One
Give the child a small collection of objects and the number cards 1, 2, and 3. Ask the child to:
- Point to the number 1.
- Give you one object.
- Make one group with one object.
- Trace or create the number 1.
- Say the number 1.
Successful performance: The child completes most tasks with little or no help. Praise effort and gently model any task that is still developing.
Differentiation and Support
For a Child Who Needs More Support
- Use only one object and one number card at first.
- Guide the child’s hand while tracing 1, then let the child try alone.
- Use large objects that are easy to see and touch.
- Repeat the same short phrase: “One means one thing.”
- Count slowly while touching the object one time.
For a Child Ready for More
- Ask the child to find one object in several different rooms.
- Ask, “What happens if we add one more?”
- Invite the child to make a picture with one of each item, such as one sun, one tree, and one house.
- Practice finding the number 1 in books, signs, calendars, or labels.
Optional Follow-Up Activities
- Count one snack item before eating it.
- Look for the number 1 during a short walk.
- Read a picture book and find pages with one animal or one object.
- Make a “One Collection” with one safe item from each room.
- Sing a song about one little duck, one little star, or one little finger.
Teacher or Parent Reflection
- Did the child recognize the numeral 1?
- Could the child count one object accurately?
- Which activity was most enjoyable?
- Would the child benefit from more practice with counting, number symbols, or writing?