All About the Number 1
Materials Needed
- One large paper or cardboard number 1
- Small objects to count, such as blocks, toy animals, or buttons
- Paper and crayons or washable markers
- One small snack, such as a cracker or piece of fruit
- Play dough or clay
- Optional: a song or counting video about the number 1
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the numeral 1.
- Say that “one” means a single object.
- Count one object correctly.
- Trace or make the shape of the number 1.
- Find examples of one object in everyday life.
Success Criteria
I can:
- Point to the number 1.
- Give you one object when asked.
- Count “one” for one object.
- Make a number 1 with my finger, crayon, or play dough.
Introduction: One Special Thing
Time: 5 minutes
Show the child one favorite toy or one snack.
Say: “Look! I have one toy. One means just one. Today we are going to learn about the number 1.”
Show the large number 1 and say:
- “This is the number 1.”
- “We say ‘one.’”
- “One means there is just one thing.”
Ask:
- “Can you show me one finger?”
- “How many noses do you have?”
- “Can you find one toy?”
Body of the Lesson
I Do: Watch Me Count One
Time: 5 minutes
Place one block in front of the child. Touch the block and say slowly:
“I touch one block. There is one block.”
Show the numeral 1 next to the block.
Say:
- “This is one block.”
- “This is the number 1.”
- “The number 1 tells us there is one thing.”
Model tracing the number 1 in the air:
“Start at the top. Go down. Now we made 1!”
We Do: Find One
Time: 8 minutes
Invite the child to help you find one object at a time. Use toys, household items, or objects outside.
Give clear directions:
- “Please find one block.”
- “Please bring me one spoon.”
- “Please touch one pillow.”
- “Please pick one flower or leaf, if it is safe.”
Each time, count the object together by touching it once and saying, “One.”
Quick Check: Place one object and then a group of two or three objects in front of the child. Ask, “Which group has one?” Let the child point to the answer.
We Do: Number 1 Movement Game
Time: 5 minutes
Say a movement and the number of times to do it:
- “Do one jump.”
- “Clap one time.”
- “Spin one time.”
- “Tap your knees one time.”
After each movement, ask, “How many times did we do it?” Encourage the child to answer, “One!”
You Do: Make the Number 1
Time: 8 minutes
Let the child choose one way to make the number 1:
- Trace a large number 1 with a crayon.
- Draw the number 1 in the air.
- Make the number 1 with play dough.
- Build the number 1 with one long block or craft stick.
- Paint the number 1 with a finger.
Use simple directions:
- “Start at the top.”
- “Move your finger down.”
- “You made the number 1!”
Do not worry about perfect handwriting. Celebrate effort and let the child practice several times.
You Do: One Treasure Hunt
Time: 8 minutes
Invite the child to look around the home for things that come in ones.
Possible examples include:
- One door
- One table
- One lamp
- One nose
- One sun in a drawing
For each item, ask:
- “What did you find?”
- “How many are there?”
- “Can you show me the number 1?”
Real-Life Practice: One Snack
Time: 5 minutes
Give the child one snack. Say:
“You have one snack. Let’s count it: one.”
Ask the child to:
- Point to the one snack.
- Say “one.”
- Place the snack beside the number 1.
Explain: “We use numbers when we share food, count toys, and find things every day.”
Formative Assessment
Check understanding during the lesson by asking the child to:
- Point to the number 1 among two or three different numerals.
- Give you one object.
- Choose the group that has one object.
- Show one finger.
- Count one object without counting it more than once.
Summative Assessment: Show Me One
Time: 5 minutes
Ask the child to complete these tasks independently:
- Point to the number 1.
- Give you one toy.
- Count the toy by saying “one.”
- Make a number 1 using a crayon, finger, or play dough.
- Find one object in the room.
Success benchmark: The child completes at least four of the five tasks with little or no help.
Differentiation and Support
For a Child Who Needs More Support
- Use only one object and the number 1 at first.
- Guide the child’s hand while tracing.
- Repeat the words “one” and “number 1” often.
- Use large objects that are easy to see and touch.
- Offer choices: “Do you want one block or one car?”
For a Child Ready for More
- Ask the child to find several groups of one object.
- Compare one with more: “Which group has one? Which group has more?”
- Practice writing the number 1 on a drawing.
- Make a page showing one sun, one house, or one animal.
- Ask the child to explain why a group has one object.
Conclusion: Tell Me About One
Time: 5 minutes
Review the large number 1 and say:
- “Today we learned the number 1.”
- “One means just one thing.”
- “We can show one with one finger.”
- “We can find one thing at home.”
Ask the child:
- “What number did we learn?”
- “Can you show me one finger?”
- “What is one thing you can find?”
End with a cheerful chant:
“One, one, number 1! Learning numbers is fun!”
Optional Follow-Up Activity
Make a “One Page.” The child draws or glues one object on a piece of paper, such as one star, one animal, or one flower. Write the number 1 on the page and say, “This page shows one.”