One Is Fun: Learning About the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon or washable marker
- Number cards showing 1 and other numbers
- Small toys, blocks, buttons, or safe household objects
- Paper plate or small bowl
- Play dough or clay
- Stickers
- Optional: a short counting song or number video
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the numeral 1.
- Count one object accurately.
- Match the number 1 to a group with one object.
- Trace or make the shape of the number 1.
- Use the word “one” in a simple sentence.
Success Criteria
“I can…”
- Point to the number 1.
- Give you one object when you ask.
- Show one finger.
- Make or trace a number 1.
- Tell you something that comes in a group of one.
Introduction: One Special Thing
Time: 5 minutes
Show the child one favorite toy or one bright object.
Say:
“Look! I have one toy. One means just one. Today we are going to play with the number 1!”
Invite the child to hold up one finger. Say together:
“One finger. One toy. One number!”
Explain the lesson in child-friendly language:
“Today we will find the number 1, count one thing, and make the number 1.”
Body of the Lesson
1. I Do: Meet the Number 1
Time: 5 minutes
Write or show a large number 1.
Say:
“This is the number 1. We say, ‘one.’ It looks like a straight line.”
Trace the number slowly with your finger while saying:
“Down we go to make a 1.”
Show one object beside the numeral 1.
Say:
“The number 1 tells us there is one object.”
Quick Check
- Ask: “Can you point to the number 1?”
- Ask: “How many toys do I have?”
- Invite the child to show one finger.
2. We Do: Find One
Time: 7 minutes
Place several small groups of objects in front of the child. Include groups with one, two, and three objects.
Say:
“Let’s find the group that has one object.”
Look at each group together. Touch each object once and count aloud.
Use simple examples:
- One block
- Two buttons
- One spoon
- Three toy cars
Ask:
- “Which group has one?”
- “Can you touch the one block?”
- “Can you put one object in the bowl?”
Think-and-Talk Moment
Ask the child to name something they have only one of.
Possible answers include:
- “I have one nose.”
- “I have one bed.”
- “I have one favorite teddy.”
3. We Do: Number 1 Movement Game
Time: 5 minutes
Give movement directions that involve doing something one time:
- “Clap one time.”
- “Jump one time.”
- “Turn around one time.”
- “Tap your knees one time.”
Then let the child give you a direction. The child may say, “Clap one time!”
Celebrate the child’s effort:
“You did that one time. One means not two—just one!”
4. I Do: Make the Number 1
Time: 5 minutes
Demonstrate making the number 1 using a marker, finger, or play dough.
Say:
“Start at the top. Move straight down. This makes a 1.”
Make the number in the air, on paper, and with play dough.
Use a simple chant:
“Start at the top, slide down—1!”
5. You Do: Number 1 Practice
Time: 10 minutes
Offer the child a choice of activities:
Choice A: Trace and Decorate
- Draw several large dotted numbers 1.
- Invite the child to trace each one.
- Let the child decorate one number 1 with stickers.
Choice B: Build a Number 1
- Give the child play dough or clay.
- Ask the child to roll one long piece.
- Help the child shape it into a number 1.
Choice C: One-Object Hunt
- Ask the child to find five safe objects around the home.
- For each object, the child brings only one at a time.
- Count each object together: “One spoon. One sock. One book.”
Choice D: Make a Picture of One
Ask the child to draw a picture that has one main object, such as:
- One sun
- One flower
- One balloon
- One cat
6. Interactive Review Game: “Show Me One”
Time: 5 minutes
Give the child short challenges. The child can answer by moving, pointing, speaking, or bringing an object.
- “Show me one finger.”
- “Bring me one block.”
- “Point to the number 1.”
- “Put one sticker on the paper.”
- “Find one red object.”
After each response, ask:
“How many did you show me?”
Encourage the child to answer, “One!”
Formative Assessment
Check understanding throughout the lesson by observing whether the child can:
- Identify the numeral 1 among two or three number cards.
- Give exactly one object when asked.
- Count one object without adding another.
- Show one finger.
- Begin tracing or forming the number 1.
If the child gives more than one object, gently say:
“Let’s try again. We need just one. Take one and stop.”
Summative Assessment: One Is All Around Me
Time: 5 minutes
Ask the child to complete these five tasks:
- Point to the number 1.
- Show one finger.
- Give you one object.
- Trace or make a number 1.
- Say one thing that comes in a group of one.
The child meets the lesson goal when they complete at least four of the five tasks with little or no help.
Conclusion: Tell What We Learned
Time: 3 minutes
Hold up the number 1 and say:
“Today we learned about the number 1. One means just one. We can show one with our finger, count one object, and write or make the number 1.”
Ask the child to finish these sentences:
- “The number we learned is ____.”
- “I can show one with my ____.”
- “One means ____.”
End with a short chant:
“One finger, one toy, one big cheer! I learned the number 1 today!”
Differentiation and Support
For a Child Who Needs More Support
- Use only two number cards at a time: 1 and another number.
- Use large objects that are easy to see and touch.
- Guide the child’s hand while tracing the number 1.
- Repeat the same language: “One means just one.”
- Allow the child to answer by pointing or showing a finger instead of speaking.
For a Child Ready for More
- Ask the child to find the number 1 in a book or on a sign.
- Invite the child to draw several pictures with one object in each picture.
- Compare one and zero: “Which group has one? Which group has none?”
- Ask the child to find objects that come in one, two, or three.
- Invite the child to write the number 1 independently.
Real-World Connection
During the day, look for natural examples of one:
- One toothbrush
- One pillow
- One plate
- One pet
- One moon in the sky
Each time, say: “We found one!”