All About the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon or washable marker
• Number cards or paper cards labeled 1–3
• Small objects such as blocks, buttons, toy animals, or crackers
• Paper and crayons
• Play dough or craft clay
• A small basket or bowl

Learning Objectives

By the end of the lesson, the child will be able to:

• Recognize the numeral 1.
• Say the number name “one.”
• Count one object.
• Show one object when asked.
• Trace or make the numeral 1 with support.
• Connect the number 1 to everyday things.

Success Criteria

The child is successful when they can:

• Point to the number 1 when shown a few number cards.
• Give or choose one object.
• Say, “This is one.”
• Try to write or build the number 1.

Introduction: The Number 1 Hunt

Time: 5 minutes

Hold up one toy or object and say:

“Look! I have one toy. One means just one. Can you show me one finger?”

Invite the child to hold up one finger. Look around the room together and find things that come in ones, such as one door, one table, or one nose.

Tell the child:

“Today we will learn about the number 1. We will find it, count it, make it, and play with it.”

Body of the Lesson

Part 1: I Do — Meet the Number 1

Time: 5 minutes

1. Write a large numeral 1 on paper or a whiteboard.
2. Point to it and say, “This is the number 1. We say one.”
3. Show one object next to the numeral.
4. Touch the object while counting slowly: “One.”
5. Model how to draw the number 1: “Start at the top. Go down.”

Use a simple movement and sound:

“Number 1 stands tall like a tower. We can say, ‘One!’”

Quick check: Ask, “How many objects do I have?” Hold up one object and wait for the child to answer or show one finger.

Part 2: We Do — Find and Count One

Time: 10 minutes

Game: One or Not One?

1. Place one object in front of the child.
2. Ask, “Is this one?”
3. Place two or three objects together.
4. Ask, “Is this one, or is it more than one?”
5. Repeat with different groups of objects.

Encourage the child to touch each object while counting. Use short phrases:

• “One block.”
• “Two blocks. That is more than one.”
• “One toy animal.”

Game: Number Card Match

1. Place number cards labeled 1, 2, and 3 on the floor or table.
2. Ask the child to find the card showing 1.
3. Give the child one object and ask them to place it beside the number 1.
4. Celebrate the match: “One object goes with the number 1!”

Think and talk: Ask, “What is one thing you would put in a special treasure box?” Accept any reasonable answer.

Part 3: You Do — Number 1 Activities

Time: 15 minutes

Choice A: Build the Number 1

Invite the child to use play dough, craft clay, blocks, or small sticks to make the shape of the number 1.

Say:

“Make a tall line. Your line can be number 1!”

Choice B: Number 1 Art

1. Write a large number 1 on a piece of paper.
2. Ask the child to color it.
3. Invite the child to draw or add exactly one item beside it, such as one sun, one flower, or one balloon.

Choice C: One-Object Basket

1. Place several safe objects near a basket.
2. Say, “Please put one object in the basket.”
3. Empty the basket and repeat with different objects.
4. Ask, “How many objects are in the basket?”

Choice D: Move One Time

Give movement directions using the number 1:

• Take one jump.
• Clap one time.
• Spin one time.
• Touch one toe.

Let the child choose one activity or try several activities.

Formative Assessment: Quick Checks

Throughout the lesson, observe whether the child can:

• Show one finger.
• Point to the numeral 1.
• Choose one object from a group.
• Count one object correctly.
• Tell whether a group has one object or more than one.
• Attempt to draw or build the numeral 1.

If needed, ask the child to explain by speaking, pointing, moving, or demonstrating. Young children do not need to answer every question with words.

Real-World Connection

Look for the number 1 during the day. The child might find it on:

• A clock
• A page in a book
• A food package
• A calendar
• A door, sign, or toy

Say:

“You found the number 1 in the real world!”

Conclusion: Tell What We Learned

Time: 5 minutes

Place the numeral 1 and one object together. Ask:

• “What number is this?”
• “How many objects do we have?”
• “Can you show one finger?”
• “Can you make the number 1 in the air?”

Invite the child to draw the number 1 in the air using one finger. Then recap:

“Today we learned that the number 1 means one. We found one object, counted one object, and made the number 1.”

Summative Assessment: Show What You Know

Give the child three small groups of objects: one object, two objects, and three objects. Ask the child to:

1. Point to the group with one object.
2. Give you one object.
3. Point to the numeral 1.
4. Try to draw or build the numeral 1.

Simple evaluation: The child meets the lesson goal if they can complete at least three of the four tasks with little or no help.

Differentiation and Support

For a Child Who Needs More Support

• Use only one object and one number card at a time.
• Guide the child’s finger as they trace the numeral 1.
• Use large, easy-to-hold objects.
• Repeat the words “one” and “number 1” often.
• Accept pointing, showing a finger, or giving an object as an answer.

For a Child Ready for More

• Ask the child to find several examples of the number 1.
• Invite the child to compare one object with a group of more than one.
• Ask the child to draw one item for each of several number 1 cards.
• Introduce simple sentences such as, “I have one red block.”
• Invite the child to make a number 1 book with one object drawn on each page.

Optional Follow-Up

Read a short counting book or sing a counting song. Each time the number 1 appears, invite the child to hold up one finger and say, “One!”