All About the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon, marker, or pencil
- One small toy or household object
- Several small objects, such as blocks, buttons, or toy animals
- Paper and stickers, optional
- Music for a movement game, optional
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the numeral 1.
- Count one object.
- Show one object when asked.
- Trace and attempt to write the numeral 1.
- Use the word “one” in a simple sentence.
Success Criteria
I can:
- Point to the number 1.
- Give you one object.
- Count “one” when I see one object.
- Make a number 1 with my finger, body, or pencil.
Introduction: One Big Surprise
Say: “Today we are learning about the number 1. Can you find one thing near you?”
Invite the child to find one safe object. Celebrate the answer.
Say: “You found one! One means just one. Not two. Just one.”
Learning Goals for the Child
Say: “Today we will find one, count one, and make the number 1.”
Body of the Lesson
Part 1: I Do — Meet the Number 1
Write a large 1 on paper or a whiteboard.
Say: “This is the number 1. It is called one.”
Point to the numeral while slowly saying, “One.”
Show one object.
Say: “I have one block. Let’s count it: one.”
Hold up one finger.
Say: “One finger shows one.”
Quick Check
Ask:
- “What number is this?”
- “How many blocks do I have?”
- “How many fingers am I holding up?”
Accept pointing, speaking, or showing one finger as correct answers.
Part 2: We Do — Find One
Place groups of objects in front of the child. Make some groups contain one object and some contain two or more.
Say: “Let’s find the group with one object.”
Work together to touch and count each group.
Say: “This group has one. This group has two. We are looking for one.”
Think, Choose, and Tell
Show two choices, such as one toy animal and three blocks.
Ask, “Which group has one? Show me.”
After the child chooses, ask, “How do you know?”
The child may answer, “It has one,” point, or count aloud.
Part 3: Movement Game — One, Stop!
Explain the game clearly:
- “When I say ‘one,’ do one movement.”
- “You can choose one jump, one clap, or one spin.”
- “Then stop and freeze.”
Call out different actions:
- “One jump!”
- “One clap!”
- “One wiggle!”
- “One tiptoe step!”
Let the child choose an action for the adult to do once.
Part 4: We Do — Make the Number 1
Use your finger to draw a large 1 in the air.
Say: “Start at the top. Go down. This makes 1.”
Invite the child to copy you in the air, on the table with a finger, or in a tray of rice or flour.
Use a simple chant:
“Down we go—number 1!”
Part 5: You Do — Number 1 Practice
Give the child paper and a crayon or marker.
- Ask the child to point to the large numeral 1.
- Invite the child to trace one or two dotted 1s, if available.
- Ask the child to try making a 1 independently.
- Invite the child to draw one object beside the number 1.
Say, “You made a 1! Now draw one thing next to it.”
Choice Activity
Let the child choose one activity:
- Sticker 1: Put one sticker on a page and circle it.
- Build 1: Build one tower using one block.
- Toy Hunt: Find one toy and place it beside the numeral 1.
- Number Art: Decorate a large numeral 1 with crayons or one type of sticker.
Real-World Connection
Look around the home for examples of one.
Ask:
- “Can you find one door?”
- “Can you bring me one spoon?”
- “Can you show me one shoe?”
- “Can you find one book?”
Say: “We use the number 1 every day. One cup, one nose, and one sun.”
Formative Assessment: Show Me One
Give the child several objects and ask the child to:
- Give you one object.
- Put one object in a cup or bowl.
- Point to the numeral 1.
- Show one finger.
- Count one object aloud or with help.
Give specific feedback:
“You gave me one block. You counted carefully. That shows you understand one.”
Conclusion: Tell What We Learned
Show the numeral 1 again.
Ask:
- “What number is this?”
- “How many objects are in one group?”
- “Can you show me one finger?”
- “How do we make the number 1?”
Review together:
“Today we learned that 1 means one. We found one, counted one, moved one time, and made the number 1.”
End with a celebration:
“One big cheer! Hooray for number 1!”
Optional Extension
Read a counting book that begins with one. Ask the child to find every page that shows one object.
For an additional challenge, place one object beside groups of two and three. Ask, “Which group has one? Which groups do not have one?”
Differentiation and Support
- For extra support: Use only one object and one group at a time. Guide the child’s finger as you count.
- For a child who is not ready to write: Focus on pointing, touching, moving, and showing one finger.
- For language support: Repeat the words “one,” “number 1,” and “one object” while using gestures.
- For an advanced child: Ask the child to find one item in different rooms or compare one object with groups of two and three.
- For a digital option: Use a drawing app to trace the numeral 1 or show one item on the screen.
Teacher or Parent Reflection
- Could the child recognize the numeral 1?
- Could the child show or choose one object?
- Could the child count one object?
- Which activity was most engaging?
- What should be practiced next?