All About the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon, marker, or pencil
- Five small objects, such as blocks, buttons, or toy animals
- Paper and stickers, or washable paint
- One favorite toy or stuffed animal
- Optional: the number 1 written on a card
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the numeral 1.
- Say the number word one.
- Count one object correctly.
- Trace or make the shape of the numeral 1.
- Find examples of “one” in everyday life.
Success Criteria
The child is successful when they can:
- Point to the numeral 1 when asked.
- Show one object when asked for “one.”
- Say, “This is one.”
- Attempt to trace or draw a 1.
Introduction: Meet One
Hook: Hold up one favorite toy and say, “Look! I have one toy. Can you hold up one finger?”
Say:
“Today we are learning about the number 1. One means just one thing. We will look for one, count one, and make the number 1.”
Invite the child to:
- Hold up one finger.
- Give the toy a gentle wave.
- Say, “One!”
Body of the Lesson
I Do: Show and Explain
- Place one toy on the table.
- Touch it and say slowly, “One.”
- Show the numeral card or write 1 in large print.
- Say, “This is the number 1. It tells us there is one thing.”
- Model tracing the numeral by saying, “Start at the top. Go down.”
Quick check: Ask, “How many toys are here?” Help the child answer, “One.”
We Do: Find One Together
Say, “Let’s go on a one hunt!” Look around the learning space or home for things that come in groups of one.
Examples include:
- One door
- One table
- One nose
- One moon in a picture
- One book chosen from a shelf
For each item, point and say, “I see one ___.” Invite the child to repeat the sentence.
We Do: One or More?
Place different groups of objects on the table: one block, two blocks, and three blocks.
Ask:
- “Which group has one block?”
- “Can you touch the group with one?”
- “Can you give me one block?”
Celebrate careful thinking. If needed, move the extra objects away and compare one object with a larger group.
You Do: Make a Number 1
Offer one or more of these choices:
- Trace a large numeral 1 with a finger.
- Draw a 1 with a crayon.
- Make a 1 using one strip of play dough.
- Place stickers along a large number 1.
- Paint one large 1 with a finger or brush.
Give simple directions:
“Start at the top. Make a straight line going down. You made a 1!”
Hands-On Game: Feed the One-Eyed Monster
Draw a simple monster with one large mouth, or use a bowl as the monster’s mouth.
- Place several small objects nearby.
- Say, “The monster wants one snack.”
- Ask the child to give the monster exactly one object.
- Count together: “One!”
- Repeat with different objects.
Real-world connection: Explain that we use “one” when we ask for one cup, choose one toy, or give one person one snack.
Movement Break: One-Step Actions
Give directions that use the number one:
- Take one jump.
- Clap one time.
- Turn around one time.
- Touch one knee.
- Give one gentle high-five.
After each action, ask, “How many did you do?”
Formative Assessment
Check understanding throughout the lesson by asking the child to:
- Point to the numeral 1.
- Show one finger.
- Choose one object from a group.
- Count one object aloud.
- Match a group of one object to the numeral 1.
Use encouraging feedback such as:
“You chose one block. You counted carefully.”
Summative Assessment: Show What You Know
Invite the child to complete this short demonstration:
- Point to the numeral 1.
- Say the word “one.”
- Show one finger.
- Give you one object.
- Draw or trace a 1.
Record the child’s work with a drawing, photo, or brief note if desired.
Differentiation and Choice
For Extra Support
- Use only one object and an empty space for comparison.
- Guide the child’s hand while tracing the numeral.
- Repeat the words “one” and “1” often.
- Use large objects that are easy to see and touch.
For More Challenge
- Ask the child to find five examples of one around the home.
- Invite the child to draw one sun, one flower, or one person.
- Ask, “What happens if we add one more?”
- Have the child match several numeral 1 cards with groups containing one object.
Conclusion and Recap
Gather the materials and review the lesson together.
Say:
“Today we learned about the number 1. One means just one. We found one, counted one, and made a 1.”
Ask the child:
- “What number did we learn?”
- “Can you show me one finger?”
- “Can you find one thing to bring me?”
Finish with a cheerful chant:
“One little finger, hold it up!
One little block, put it in the cup!
One is fun—you did it today!”
Optional Follow-Up Activity
During the day, invite the child to notice and name things that come in ones: one shoe at a time, one spoon, one pet, or one book. Each time, say, “That is one!”