All About the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon or washable marker
- Number cards, including the number 1
- Small objects to count, such as blocks, buttons, or toy animals
- One favorite toy or stuffed animal
- Play dough or modeling clay
- Paper and stickers
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.
- Show one object when asked.
- Trace or make the shape of the number 1.
Success Criteria
I can:
- Point to the number 1.
- Say, “One!”
- Give you one object.
- Make a number 1 with my finger, crayon, or play dough.
Introduction: The Number 1
Time: 5 minutes
Place one favorite toy in front of the child.
Say:
“Look! I have one toy. One means just one. Today we are going to play with the number 1.”
Show the child a large number card with 1 on it.
Ask:
- “Can you find the number 1?”
- “How many toys do we see?”
- “Can you say, ‘One’?”
Tell the child:
“Today we will find one, count one, and make the number 1.”
Body of the Lesson
Part 1: I Do—Show One
Time: 5 minutes
Place several objects on the table. Pick up only one block.
Say slowly:
“I am picking up one block. One.”
Hold up one finger and say:
“This is one finger.”
Point to the numeral 1 and say:
“This is what one looks like. It is called the number 1.”
Model counting one object by touching it once:
“One.”
Quick check: Ask the child to show one finger. Celebrate the response by saying, “You showed one!”
Part 2: We Do—Find One
Time: 7 minutes
Place groups of objects in front of the child: one block, two blocks, and three blocks.
Say:
“Let’s find the group with one block.”
Help the child touch and count each group. Encourage the child to say the number with you.
Repeat with different objects, such as:
- One spoon
- One toy car
- One stuffed animal
- One crayon
Use a playful movement break:
“Can you do one jump?”
“Can you clap one time?”
“Can you stomp one foot?”
Think and talk: Ask, “What is one thing you can see in this room?” Accept answers such as “one table,” “one chair,” or “one lamp.”
Part 3: We Do—Make the Number 1
Time: 8 minutes
Show the child how to make a number 1 in different ways.
Finger Writing
Use a finger to draw the number 1 in the air.
Say:
“Start at the top. Go straight down. That makes 1.”
Invite the child to copy you.
Play Dough Number
Roll one long piece of play dough. Place it straight up and down to make a number 1.
Ask:
“Can you make one play-dough 1?”
Crayon Number
Draw a large number 1 on paper. Invite the child to trace it with a finger first and then with a crayon.
Use encouraging language:
“You started at the top and went down. That looks like 1!”
Part 4: You Do—Number 1 Hunt
Time: 8 minutes
Give the child a number card showing 1. Look around the home together for things connected to one.
Invite the child to find:
- One red object
- One book
- One soft object
- One toy
Each time the child finds an object, ask:
“How many did you find?”
Encourage the child to answer:
“One!”
Choice: The child may choose one of these activities:
- Find one object in each room.
- Build a tower with one block.
- Draw one balloon, one sun, or one flower.
- Place one sticker on each number 1.
Part 5: Real-World Practice—Set the Table for One
Time: 5 minutes
Pretend to prepare a meal for one person. Ask the child to collect:
- One plate
- One spoon
- One cup
- One napkin
Count each item together. Say:
“We need one plate. We need one spoon. We are setting the table for one person.”
This connects the number 1 to an everyday task.
Formative Assessment
During the lesson, check understanding by asking the child to:
- Point to the number 1 among two or three number cards.
- Show one finger.
- Give you one object.
- Choose the group that has one object.
- Say the word “one.”
Give specific feedback:
- “You gave me one block. You counted carefully.”
- “You found the number 1.”
- “You made a straight line for your 1.”
Summative Assessment: Show What You Know
Time: 5 minutes
Invite the child to complete these four tasks:
- Point to the number 1.
- Say, “One.”
- Give you one object.
- Make a number 1 with a crayon, finger, or play dough.
The child does not need to form the numeral perfectly. Look for understanding that the number 1 represents one object.
Conclusion: Tell What We Learned
Time: 3 minutes
Hold up one finger and ask the child to copy you.
Say together:
“One means just one. The number 1 shows one thing.”
Ask:
- “What number did we learn?”
- “How many fingers are you holding up?”
- “Can you find one toy to put away?”
Finish with a simple chant:
“One, one, number 1!
One small step, and we are done!”
Differentiation and Support
For a Child Who Needs More Support
- Use only one object and a group of two objects at first.
- Guide the child’s hand while counting and tracing.
- Repeat the words “one” and “number 1” often.
- Use large objects and large number cards.
- Celebrate pointing, touching, or showing one even if the child does not say the word yet.
For a Child Ready for More Challenge
- Ask the child to find the number 1 in a book, calendar, or clock.
- Invite the child to sort groups that show one and groups that show more than one.
- Ask the child to draw one object and write the number 1 beside it.
- Look for the number 1 on packaging, signs, or labels during the day.
Optional Follow-Up Activities
- Read a counting book and look for pages showing one object.
- Make a “One” collage using one sticker, one leaf, or one paper shape.
- Sing a song about counting to one.
- Take a short walk and find one bird, one flower, or one mailbox.
- At snack time, count out one piece of fruit or one cracker.