All About the Number 1
Materials Needed
- Large paper or a small whiteboard
- Crayon or washable marker
- One favorite toy
- One small bowl or cup
- Several small objects, such as blocks, buttons, or toy animals
- Play dough or clay
- Optional: paper with large number 1s to trace
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the numeral 1.
- Count one object.
- Show a group with one object.
- Trace or make the shape of the number 1.
- Find examples of “one” in everyday life.
Success Criteria
Success looks like this:
- “I can point to the number 1.”
- “I can give you one object.”
- “I can say, ‘One!’ when I see one thing.”
- “I can try to draw or build a number 1.”
Introduction: One Special Thing
Time: 5 minutes
Hold up one favorite toy and say:
“Look! I have one toy. One means just one. Today we are learning about the number 1!”
Invite the child to look around and find one thing. Ask:
- “Can you find one shoe?”
- “Can you show me one finger?”
- “How many noses do you have?”
Say the learning goal in simple words:
“Today we will find one, count one, and make the number 1.”
Body: Learn and Practice
1. I Do: Meet the Number 1
Time: 5 minutes
Draw a large 1 on paper. Point to it and say:
“This is the number 1. It looks like a straight line.”
Use your finger to trace it while saying:
“Start at the top. Go straight down. Number 1!”
Show one object next to the numeral 1. Count slowly:
“One block. I see one block.”
Quick check: Show the child the numeral 1 and ask, “What number is this?” Praise effort and repeat the name if needed.
2. We Do: One or More?
Time: 7 minutes
Place one object in a bowl. Ask the child to count it with you:
“Touch it and count: one.”
Now place two or three objects in the bowl. Ask:
- “Is this one object or more than one?”
- “Can you take out just one?”
Repeat with different objects. Let the child choose some items to count.
Think and share: Ask, “What is one thing you like?” The child may answer with words, gestures, or by bringing an object.
3. We Do: Number 1 Movement Game
Time: 5 minutes
Give simple directions:
- “Do one jump.”
- “Clap one time.”
- “Take one big step.”
- “Touch one toy.”
After each action, count together: “One!”
Let the child give you one direction. This adds choice and makes the game playful.
4. You Do: Make the Number 1
Time: 8 minutes
Invite the child to choose one activity:
- Trace: Trace large number 1s with a finger or crayon.
- Build: Use one craft stick, one strip of paper, or play dough to make a number 1.
- Draw: Try drawing a number 1 on paper.
- Make a picture: Draw one sun, one flower, or one favorite toy.
Say:
“Start at the top and move down. You are making a number 1!”
Do not require perfect writing. Celebrate attempts, such as:
“You made a straight line. That looks like a number 1!”
5. Real-World Number Hunt
Time: 5 minutes
Walk around the home and look for things that come in ones. Examples include:
- One front door
- One refrigerator
- One table, if there is one
- One child
- One pet, if there is one
Invite the child to point, touch, or name one item. Say:
“You found one! One means just one.”
Formative Assessment: Show Me One
Ask the child to complete these playful tasks:
- Point to the numeral 1.
- Give you one block.
- Show one finger.
- Do one clap.
- Make or trace a number 1.
Give specific feedback:
- “You gave me one block. You counted carefully.”
- “You showed one finger. One means just one.”
- “You tried the number 1. You started at the top and went down.”
Conclusion: Tell Me About One
Time: 5 minutes
Place the numeral 1 where the child can see it. Review by saying:
“Today we learned about the number 1. One means just one. We counted one object, showed one finger, and made the number 1.”
Ask the child:
- “What number did we learn?”
- “Can you show me one finger?”
- “Can you find one thing to hold?”
End with a short chant:
“One, one, number 1! One small step, and learning is fun!”
Optional Extension Activities
- Put one sticker on each page of a small book.
- Read a counting book and look for pages showing one object.
- Make a snack with one cracker, one banana slice, or one piece of cheese.
- Look for the number 1 on a clock, calendar, book, or house number.
- Sing a song while doing one action each time the number 1 is heard.
Differentiation and Support
For a Child Who Needs More Support
- Use only two choices: “Is this 1 or 2?”
- Guide the child’s hand while counting one object.
- Use large objects that are easy to see and touch.
- Allow pointing, gestures, or matching instead of speaking.
- Repeat the lesson in short sessions of 5–10 minutes.
For a Child Ready for a Challenge
- Ask the child to find the numeral 1 among other numbers.
- Ask, “Can you make a group with one red object?”
- Compare one object with a group of two or three objects.
- Invite the child to write the number 1 independently.
- Ask the child to explain what “one” means.
Summative Demonstration
At the end of the lesson, invite the child to complete a “Number 1 Show.” The child should:
- Find or point to the number 1.
- Place one object beside it.
- Show one finger.
- Try to draw, trace, or build the number 1.
Record the child’s progress with a simple note such as:
“Today I recognized 1, counted one object, and tried to make the number 1.”