All About the Number 1
Materials Needed
- One large paper or card with the number 1
- Small objects, such as blocks, buttons, toy animals, or crayons
- Paper and crayons or washable markers
- Play dough
- One 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 numeral 1.
- Say that 1 means “one.”
- Count one object correctly.
- Make or trace the number 1.
- Find examples of one thing in everyday life.
Success Criteria
“I can…”
- Point to the number 1.
- Show one object.
- Count: “One.”
- Make a number 1 with my finger, crayon, or play dough.
Introduction: Meet the Number 1
Hook: Hold up one favorite toy or object.
Say: “Look! I have one teddy bear. One means just one. Can you hold up one finger?”
Show the large number card and say:
“This is the number 1. It tells us there is one thing.”
Ask:
- “Can you show me one finger?”
- “Can you find one toy?”
- “What is one thing you see?”
Tell the child: “Today we will play, count, and make the number 1.”
Body of the Lesson
I Do: Watch Me
- Place one object in the basket.
- Touch the object and say slowly, “One.”
- Point to the numeral 1 and say, “This is 1. It means one.”
- Use your finger to trace the number 1 in the air.
- Say: “Start at the top. Go straight down.”
Quick check: Ask, “How many objects are in the basket?” Help the child answer, “One.”
We Do: Count and Find One
Activity 1: One-Object Hunt
Say: “Let’s go on a one-object hunt. Find one safe item and bring it to the basket.”
After each item, ask:
- “How many did you bring?”
- “Can we count it?”
- “Is it one?”
Practice with several examples, such as one spoon, one sock, one book, or one block.
Activity 2: One or More?
Place either one object or a small group of objects in front of the child.
Ask: “Do you see one, or do you see more than one?”
Let the child sort the objects into two groups:
- One
- More than one
Keep the activity playful. Say, “This group has one block. This group has many blocks!”
Activity 3: Move One Time
Give simple movement directions:
- “Clap one time.”
- “Jump one time.”
- “Stomp one time.”
- “Spin one time.”
Ask: “How many times did you clap?” Encourage the answer, “One!”
You Do: Make the Number 1
Choice A: Draw It
Write a large dotted number 1 on paper. Invite the child to:
- Trace the number with a finger.
- Trace it with a crayon.
- Try drawing a number 1 independently.
Choice B: Build It
Invite the child to roll play dough into a long snake and shape it into the number 1.
Choice C: Make One Mark
Ask the child to draw one dot, one line, or one picture on the paper.
Say: “You made one mark!”
Choice D: Find One in Real Life
Invite the child to choose one place to look:
- A book
- A room in the home
- A toy shelf
- The kitchen
Ask the child to find one example of something, such as one door, one clock, or one plant.
Formative Assessment: Check as You Go
Use these quick questions during the activities:
- “Which card shows the number 1?”
- “Can you give me one block?”
- “How many fingers are you holding up?”
- “Can you trace the number 1?”
- “Can you show me one toy?”
Give specific feedback:
- “You counted one object carefully.”
- “You found the number 1.”
- “You started at the top and went down.”
- “You showed me exactly one finger.”
Summative Assessment: Show What You Know
Invite the child to complete this short challenge:
- Point to the number 1.
- Place one object in the basket.
- Say, “One.”
- Trace or draw the number 1.
- Find one object nearby.
Assessment goal: The child completes at least four of the five tasks with little or no help.
Conclusion: Tell Me What We Learned
Show the number card again and ask:
- “What number is this?”
- “What does 1 mean?”
- “Can you show me one finger?”
- “Can you tell me one thing you found?”
Say:
“Today we learned that 1 means one. We counted one object, found things that come in ones, and practiced making the number 1.”
Optional Follow-Up Activities
- Read a picture book about counting or numbers.
- Look for the number 1 on signs, books, clocks, or packages.
- Give the child one snack item and ask, “How many do you have?”
- Make a “Number 1” collage using one sticker, one leaf, or one paper shape.
- Sing a counting song and pause whenever you hear “one.”
Differentiation
For Extra Support
- Use only one object at a time.
- Guide the child’s hand while tracing the number 1.
- Repeat the words “one” and “number 1” often.
- Use large objects and a large number card.
For an Extra Challenge
- Ask the child to draw one object next to the number 1.
- Invite the child to find the number 1 in a book or around the home.
- Ask, “What happens if we add one more?”
- Let the child teach someone else how to show one.
Reflection
Ask the child: “What was your favorite way to practice the number 1?”
Record or draw the child’s answer if desired.