All About the Number 1

Materials Needed

• Large paper or cardboard
• Crayon or washable marker
• Small objects, such as blocks, buttons, or toy animals
• Paper plates or bowls
• Play dough
• Number cards or a piece of paper with the number 1 written on it
• Optional: music for a movement game

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 correctly.
• Trace or make the shape of the number 1.
• Find examples of “one” in everyday life.

Success Criteria

I can:

• Point to the number 1.
• Give you one object when asked.
• Show one finger.
• Make or trace a number 1.
• Tell you about something I see that comes in a group of one.

Introduction: Meet Number 1

Hook: Hold up one finger and say, “Look! I have one finger up. Can you show me one finger?”

Say:

“Today we are going on a number hunt. We will learn about the number 1. One means just one thing.”

Show the child the number card or paper with 1 on it. Say:

“This is the number 1. We say, ‘one.’”

Quick Connection

Ask the child:

• “How many noses do you have?”
• “How many heads do you have?”
• “Can you find one toy?”

Body of the Lesson

Part 1: I Do — Watch Me Count One

Place several objects in front of the child. Pick up only one object and hold it up.

Say slowly:

“I am holding one block. One means only one.”

Place the block in a bowl. Touch it once and say:

“One.”

Repeat with a different object, such as one toy animal or one button.

Check for understanding: Ask, “How many blocks did I put in the bowl?” Help the child answer, “One.”

Part 2: We Do — Find One

Invite the child to help you collect one object at a time.

1. Say, “Please give me one block.”
2. Count it together: “One.”
3. Place it in a bowl or on a plate.
4. Repeat with a toy, crayon, or other safe object.

Use the phrase:

“One means one thing. Let’s check: Is there one?”

Think, Move, and Share

Ask the child to think of something they have only one of. Give examples if needed:

• “I have one nose.”
• “I have one favorite teddy bear.”
• “I see one sun in the sky.”

Invite the child to share one answer. The child may say the answer, point to it, or draw it.

Part 3: We Do — Number 1 Movement Game

Say, “When I say one, do one movement.” Give simple directions:

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

After each movement, count aloud together: “One!”

Optional song: Sing a simple tune to the child’s favorite melody:

“One, one, one,
One is lots of fun!
One finger up,
Now our counting’s done!”

Part 4: I Do — Make the Number 1

Draw a large number 1 while describing the motion:

“Start at the top. Go down. Now we have a 1!”

Trace the number with your finger. Invite the child to trace it in the air while saying, “Down for 1.”

Part 5: You Do — Create a Number 1

Let the child choose one way to make the number 1:

• Trace a large number 1 with a crayon.
• Make a number 1 with play dough.
• Build a number 1 with blocks.
• Draw one large line to show the number 1.
• Trace the number 1 in the air or on a tray.

As the child works, use encouraging language:

“You started at the top and moved down. You made a 1!”

Part 6: Number 1 Hunt

Look around the home together for examples of the number 1 or groups of one.

Possible examples include:

• One front door
• One kitchen table
• One pet
• One spoon
• The number 1 on a clock, book, calendar, or remote control

Each time the child finds something, ask:

“How many do you see?”

Help the child answer, “One.”

Formative Assessment: Quick Checks

Throughout the lesson, check learning by asking the child to:

• Point to the number 1.
• Show one finger.
• Give you one object.
• Choose the plate that has one object.
• Trace the number 1.

If the child is unsure, model the answer and try again. Keep the tone playful and supportive.

Summative Assessment: Show What You Know

Invite the child to complete this short challenge:

1. Point to the number 1.
2. Show one finger.
3. Place one object on a plate.
4. Make a number 1 using a crayon, play dough, or finger movement.
5. Tell or show one thing found in the home.

The child meets the goal when they complete most tasks with little or no help.

Differentiation and Support

For a Child Who Needs More Support

• Use only one object at a time.
• Give two choices: “Which plate has one block?”
• Use hand-over-hand support for tracing if welcomed.
• Repeat the words “one” and “number 1” often.
• Allow the child to point, move, or demonstrate instead of speaking.

For a Child Ready for More

• Ask the child to find two groups that each have one object.
• Invite the child to draw one object next to the number 1.
• Compare one object with a group of more than one object.
• Look for the number 1 in a book, calendar, or simple game.
• Ask, “What happens if we add one more?”

Real-World Application

During the day, look for natural chances to use the number 1:

• “Please bring me one sock.”
• “Put one napkin on the table.”
• “Choose one book.”
• “Take one bite.”
• “Find one red toy.”

Conclusion and Recap

Gather the materials and ask:

• “What number did we learn today?”
• “How many things does one mean?”
• “Can you show me one finger?”
• “Can you find one object?”

Say:

“Today we learned that the number 1 means one thing. We counted one object, found one around our home, and practiced making the number 1.”

Finish with a celebration:

“You did a number-one job!”

Optional Follow-Up Activity

Make a “One” page together. Write the number 1 on a sheet of paper. Let the child draw, glue, or place one picture of something they like beside it.