All About the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon, marker, or pencil
• Number cards or a paper with the number 1
• Small objects to count, such as blocks, buttons, toy animals, or snacks
• Paper and stickers
• A favorite toy or stuffed animal

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 draw the numeral 1 with support.
• Find examples of “one” in everyday life.

Success Criteria

Success looks like this:

• “I can point to the number 1.”
• “I can show one object.”
• “I can say one.”
• “I can try to make a 1.”

Introduction: The One-Object Hunt

Hook: Hold up a favorite toy and ask, “How many toys am I holding?” Help the child answer, “One!”

Say: “Today we are number detectives. We will look for the number 1 and things that come in groups of one.”

Show the numeral 1. Say slowly: “This is the number 1. We say one.” Invite the child to repeat “one” while holding up one finger.

Body of the Lesson

I Do: Teacher or Parent Models

1. Place one block on the table.
2. Touch the block and say, “One.”
3. Show the number card and say, “The number 1 tells us there is one block.”
4. Draw a large 1 while saying: “Start at the top, go down.”

Quick Check: Ask, “How many blocks are here?” If needed, touch the block and count it together: “One.”

We Do: Count and Match Together

Place several small groups of objects on the table. Each group should contain either one, two, or three objects.

Work together:

1. Look at one group.
2. Touch each object once.
3. Count aloud.
4. Find the group with just one object.
5. Place the number 1 card beside that group.

Use simple questions:

• “Which group has one?”
• “Can you give the bear one block?”
• “Can you show me one finger?”
• “Do we have one or more than one?”

Movement Activity: One-Step Number Game

Say, “When I show the number 1, take one step.” Show the card several times. Invite the child to take one step each time.

Try other actions:

• One jump
• One clap
• One twirl
• One big stretch

Pause and ask, “How many jumps did we do?” Encourage the answer, “One.”

You Do: Number 1 Detective Hunt

Invite the child to search for examples of one around the home. The child may choose to look for:

• One spoon
• One shoe
• One pillow
• One stuffed animal
• One book

For each item, ask the child to say, “I found one ___.” The child may draw the item or place one sticker on a paper labeled with the number 1.

Creative Practice: Make the Number 1

Offer the child a choice of activities:

• Trace a large number 1 with a finger.
• Decorate a number 1 with one sticker or several stickers.
• Build a number 1 using blocks, craft sticks, or play dough.
• Draw one object next to the number 1.

Use encouraging language: “You started at the top and went down. You made a 1!”

Formative Assessment

Throughout the lesson, observe whether the child can:

• Point to the numeral 1 when shown several numbers.
• Give one object when asked.
• Count one object without adding extra objects.
• Say “one.”
• Attempt to trace or draw 1.

If the child is unsure, offer choices: “Is this 1 or 3?” Then repeat the activity with only two options.

Summative Assessment: Show What One Means

Place three number cards or papers labeled 1, 2, and 3 on the table. Ask the child to complete these tasks:

1. Point to the number 1.
2. Place one object beside it.
3. Hold up one finger.
4. Say “one.”
5. Try to draw or trace the number 1.

Simple benchmark: The child completes at least four of the five tasks with little or no help.

Differentiation

For Extra Support

• Use only one object at a time.
• Give hand-over-hand support for tracing.
• Use repeated phrases: “One means just one.”
• Allow the child to point, gesture, or use objects instead of answering with words.
• Practice for a shorter time with frequent movement breaks.

For an Extra Challenge

• Ask the child to find the number 1 in a book, calendar, or label.
• Invite the child to make a page showing one item in several ways.
• Ask, “What is one more than zero?”
• Have the child sort objects into groups containing one object.
• Encourage the child to write the word “one” with help.

Real-World Connection

During the day, point out natural examples of one:

• “You have one nose.”
• “You are wearing one hat.”
• “There is one sun in the sky.”
• “Please bring me one book.”

Conclusion and Recap

Gather the child’s number 1 work and review it together.

Ask:

• “What number did we learn?”
• “How many is one?”
• “Can you show me one finger?”
• “Can you find one thing in this room?”

Say: “Today we learned that the number 1 means one thing. We found one object, moved one time, and practiced making the number 1.”

Optional Follow-Up

Read a counting book together. Each time the child sees one object or the numeral 1, invite the child to point, say “one,” or hold up one finger.