All About the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon or washable marker
- Small objects, such as blocks, buttons, or toy animals
- Number cards or paper with the number 1 written on it
- Play dough or modeling clay
- Paper and stickers
- A small basket or bowl
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the written number 1.
- Count one object.
- Show one object when asked.
- Trace or make the number 1.
- Connect the number 1 to real-life examples.
Success Criteria
Success looks like this:
- “I can point to the number 1.”
- “I can give you one thing.”
- “I can make a number 1.”
- “I can tell you about something I see one of.”
Introduction: One Special Thing
Say: “Today we are learning about the number 1. One means just one thing. Can you show me one finger?”
Invite the child to hold up one finger. Look around the room together and find examples of one thing, such as:
- One nose
- One mouth
- One door
- One favorite toy
Ask: “What is one thing you can see?”
Body of the Lesson
I Do: Meet the Number 1
Show the child a large number card with 1 on it.
Say: “This is the number 1. We say, ‘one.’ The number 1 tells us there is one thing.”
Place one toy animal in front of the child.
Say: “I see one animal. Let’s count it: one.”
Point to the number 1 and then point to the single toy. Repeat:
“The number 1 means one.”
We Do: Count One Object
Place a small group of objects in a basket. Ask the child to take out only one object.
Say: “Please take one block.”
Count the object together by touching it once and saying, “One.” Return it to the basket and repeat with different objects.
Try these prompts:
- “Can you get one button?”
- “Can you give me one toy?”
- “Can you put one block on the table?”
- “Can you show me one finger?”
Quick Check
Place one object in one group and several objects in another group.
Ask: “Which group has one?”
Let the child point, touch, or explain the answer. If needed, count each group together slowly.
Move and Play: Number 1 Action Game
Invite the child to do one action at a time. Use a playful voice.
- One jump
- One clap
- One turn
- One stomp
- One wiggle
Say: “Let’s do one jump. Ready? Jump!”
After each action, ask, “How many did we do?” Help the child answer, “One.”
We Do: Make the Number 1
Use your finger to draw a large number 1 in the air.
Say: “Start at the top. Go down. This makes a 1.”
Have the child:
- Trace the number 1 in the air.
- Trace it on the table with one finger.
- Make a number 1 from play dough.
- Trace a large number 1 on paper.
Offer encouragement:
“You started at the top and moved down. You made a 1!”
You Do: Number 1 Art
Give the child a paper with a large number 1 drawn on it. Ask the child to decorate it with exactly one sticker, one drawing, or one small item.
Say: “Put one sticker on your number 1.”
Afterward, ask:
- “How many stickers did you use?”
- “What number did you decorate?”
- “Can you show me one finger?”
Choice Activity
Let the child choose one activity:
- Find one red object in the room.
- Build a tower with one block.
- Draw one sun.
- Make one ball from play dough.
- Put one toy in the basket.
Formative Assessment
During the lesson, observe whether the child can:
- Point to the number 1.
- Count one object correctly.
- Give one object when asked.
- Identify which group has one object.
- Attempt to trace or form the number 1.
Give specific feedback:
- “You gave me exactly one block.”
- “You found the number 1.”
- “You counted slowly and touched the object once.”
Summative Assessment: Show Me One
Place several objects on the table and ask the child to complete these tasks:
- “Point to the number 1.”
- “Give me one object.”
- “Show me one finger.”
- “Make a number 1 in the air.”
- “Tell me one thing you see in the room.”
The child meets the lesson goal when they complete most tasks with little or no help.
Differentiation and Support
For Extra Support
- Use large objects that are easy to see and touch.
- Count slowly while touching the object once.
- Guide the child’s hand while tracing the number 1.
- Use only two choices, such as one block or three blocks.
- Accept pointing, showing, or speaking as answers.
For an Extra Challenge
- Ask the child to find three different examples of one.
- Invite the child to write the number 1 without tracing.
- Ask, “What happens if we add one more?”
- Have the child sort groups that show one and groups that show more than one.
Conclusion and Recap
Hold up the number card again.
Say: “Today we learned about the number 1. One means just one thing. We found one object, showed one finger, and made the number 1.”
Ask the child to finish these sentences:
- “The number we learned today is ___.”
- “One means ___ thing.”
- “I can show one by holding up ___ finger.”
End with a celebration:
“You did a number 1-derful job!”