One Is Fun! Learning the Number 1
Materials Needed
- Large paper or a whiteboard
- Crayon, marker, or pencil
- Five small toys, blocks, or household objects
- Paper plate or small bowl
- Play dough or modeling clay
- Number cards, including a large card with the number 1
- Optional: music for a movement game
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the number 1.
- Say the number 1.
- Show one object when asked.
- Practice making the shape of the number 1.
- Connect the number 1 with the idea of “one thing.”
Success Criteria
“I can show one, say one, and make a number 1.”
Introduction: One Big Surprise
Time: 5 minutes
Hide one toy in your hand. Ask:
- “What do you think is in my hand?”
- “How many toys do I have?”
Open your hand and say, “I have one toy! One means just one.”
Show the number card and say, “This is the number 1. It tells us there is one thing.”
Tell the Child What We Will Learn
Say:
“Today we will learn about the number 1. We will find one thing, move one time, build one, and practice writing 1.”
Body of the Lesson
1. I Do: See and Say One
Time: 5 minutes
Place one object in front of the child. Point to it and say:
“There is one block. One block.”
Show a group of two or three objects and say:
“This is more than one. Let’s find just one.”
Hold up one finger and say, “One finger means one.”
Trace the number 1 in the air while saying:
“Down we go to make a 1!”
2. We Do: Find One
Time: 8 minutes
Put several small objects nearby. Give the child the paper plate or bowl.
Say:
“Let’s put one object in the bowl. Can you choose one?”
After the child chooses, count together:
“One! We have one object.”
Repeat with different objects, such as one block, one spoon, or one toy.
Quick Check:
- Show one object and ask, “How many?”
- Show two objects and ask, “Is this one?”
- Ask, “Can you give me one?”
3. Movement Game: Move One Time
Time: 5 minutes
Say an action and have the child do it only once:
- “Clap one time.”
- “Jump one time.”
- “Spin one time.”
- “Tap your knees one time.”
Pause after each action and ask, “How many times did you move?”
Encourage the child to give you an action to do one time.
4. We Do: Make the Number 1
Time: 7 minutes
Use play dough or modeling clay to make a large number 1 together.
- Roll the play dough into a long snake.
- Place it on the table like the number 1.
- Trace it with a finger while saying, “Down we go to make a 1!”
Invite the child to make another number 1 independently.
5. You Do: Number 1 Hunt
Time: 5–10 minutes
Ask the child to look around the room for the number 1. The child may find it on a book, clock, calendar, game, or number card.
Each time the child finds a 1, ask:
- “What number did you find?”
- “Can you trace it with your finger?”
- “Can you show me one finger?”
6. You Do: Draw or Trace a 1
Time: 5 minutes
Draw several large dotted number 1s for the child to trace. Then invite the child to make a 1 independently.
Use simple directions:
“Start at the top. Draw a straight line down.”
Celebrate effort rather than perfect handwriting.
Choice Activity
Let the child choose one activity:
- Build one tall tower with blocks.
- Draw one favorite toy.
- Find one soft thing and one hard thing.
- Make one pretend snack for a toy or family member.
- Sing a counting song and stop at one.
Formative Assessment and Feedback
During the lesson, observe whether the child can:
- Point to the number 1.
- Say “one.”
- Give one object when asked.
- Show one finger.
- Trace or draw a shape that resembles 1.
Give specific feedback:
- “You gave me one block. You counted carefully.”
- “You found the number 1!”
- “You started at the top and went down.”
Summative Assessment: Show Me One
Ask the child to complete these four tasks:
- Point to the number 1.
- Show one finger.
- Give you one object.
- Draw or make a number 1.
The child meets the lesson goal when they complete most of the tasks with little or no help.
Differentiation
For Extra Support
- Use only one object and one number card at a time.
- Guide the child’s hand while tracing.
- Repeat the words “one” and “number 1” often.
- Use larger objects and large writing spaces.
For an Extra Challenge
- Ask the child to find one object in each room.
- Compare one object with a group of two or three.
- Ask the child to draw one animal, one tree, or one person.
- Invite the child to write the number 1 without dotted lines.
Conclusion: Tell What We Learned
Time: 3 minutes
Hold up the number 1 and ask:
- “What number is this?”
- “Can you show me one finger?”
- “Can you find one thing near you?”
Say together:
“One means just one. The number 1 helps us show one thing. I can say one, show one, and make a 1!”
Optional Follow-Up
Throughout the day, look for chances to practice one:
- Put one napkin on the table.
- Choose one book to read.
- Take one big stretch.
- Find one red object.