All About the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon or washable marker
• Small objects such as blocks, buttons, toy animals, or snacks
• Number cards or a paper with the number 1
• Play dough or modeling clay
• 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 number 1.
• Say the number 1.
• Show one object when asked.
• Trace or make the number 1.
• Use the word “one” in a simple sentence.

Success Criteria

“I can show one thing, say ‘one,’ find the number 1, and make the number 1.”

Introduction: One Big Surprise

Time: 5 minutes

Place one special toy in a basket. Let the child peek inside.

Say:

“What is in the basket? There is one toy! Today we are learning about the number 1. One means just one thing.”

Show one finger and say, “This is one.” Invite the child to show one finger too.

Quick question: “Can you find one toy or one object near you?”

Body of the Lesson

I Do: Watch Me

Time: 5–7 minutes

1. See One

Place one block on the table.

Say slowly:

“I see one block. Let’s count it: one.”

Show a group of two or three blocks. Say:

“This is more than one. I only want one. I will take one block.”

2. Find the Number 1

Show a large number 1.

Say:

“This is the number 1. It looks like a straight line with a little hat.”

Trace the number in the air with your finger while saying:

“Down we go to make 1.”

3. Make One

Use play dough to make one ball. Say:

“I made one play-dough ball. One means one.”

We Do: Let’s Practice Together

Time: 10 minutes

Activity 1: Give Me One

1. Place several objects in front of the child.
2. Ask, “Can you give me one block?”
3. After the child gives one, count it together: “One!”
4. Repeat with different objects.

Use playful requests such as:

• “Give me one toy animal.”
• “Put one button in the bowl.”
• “Choose one crayon.”
• “Find one soft thing.”

Activity 2: Number 1 Hunt

Place several number cards or pieces of paper around the room. Include at least one number 1 and other numbers or shapes.

Say:

“Let’s go on a number hunt. When you find the number 1, touch it and say, ‘One!’”

Celebrate each find with a high five or a short cheer.

Activity 3: Move One Time

Give movement directions. The child should do each action one time.

• “Jump one time.”
• “Clap one time.”
• “Spin one time.”
• “Tap your knees one time.”

Ask, “How many jumps did you do?” Help the child answer, “One!”

You Do: Show What You Know

Time: 10 minutes

Choice Activity

Let the child choose one activity.

Choice A: Make the Number 1

1. Draw a large number 1 on paper.
2. Invite the child to trace it with a finger, crayon, or play dough.
3. Ask the child to try making one independently.

Choice B: One-Thing Picture

Ask the child to draw one favorite thing, such as one sun, one flower, or one pet.

Ask:

“What did you draw? How many did you draw?”

Choice C: One in the Basket

1. Place several objects on the floor.
2. Ask the child to put only one object in the basket.
3. Have the child check the basket and count: “One.”

Formative Assessment: Check Along the Way

Ask the child:

• “Can you show me one finger?”
• “Which card shows the number 1?”
• “Can you give me one object?”
• “How many toys are in your hand?”

Give specific feedback:

• “You gave me one block. You counted carefully.”
• “You found the number 1!”
• “Your number 1 has a long straight line.”

Summative Assessment: Number 1 Challenge

Invite the child to complete these four tasks:

1. Point to the number 1.
2. Show one finger.
3. Give the adult one object.
4. Trace or draw the number 1.

The child is successful when they complete at least three tasks with little or no help.

Differentiation and Support

For Extra Support

• Use only one object at a time.
• Guide the child’s hand while tracing the number.
• Repeat the same words: “One means just one.”
• Use large objects and a large number card.
• Allow the child to answer by pointing instead of speaking.

For More Challenge

• Ask the child to find the number 1 in a book or on a calendar.
• Invite the child to make a collection of one item from different rooms.
• Ask, “What is one thing you like to eat?” or “What is one thing you can do?”
• Compare one object with a group of two or three objects.

Real-World Connection

Look for the number 1 during the day. Find it on a clock, book, food package, remote control, or house number. Ask:

“Where do you see the number 1? Can you show me one thing?”

Conclusion: Tell Me About One

Time: 3–5 minutes

Hold up the number 1 and review:

“Today we learned about the number 1. One means just one. We can show one with one finger, find the number 1, count one object, and make the number 1.”

Ask the child to finish these sentences:

• “One means ______.”
• “I can show one by ______.”
• “I found the number ______.”

End with a cheerful chant:

“One, one, number one! Learning numbers is fun!”

Optional Follow-Up

During snack time, give the child one snack at a time and count each one together. At bedtime, read a book and look for one character, one object, or the number 1 on a page.