All About Number 1: One Wonderful Thing!

Materials Needed

• One large paper or piece of cardboard
• Crayons or washable markers
• Small objects such as blocks, buttons, or toy animals
• Paper or a small whiteboard
• Play dough or modeling clay
• Optional: a favorite toy, picture book, or song about numbers

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 accurately.
• Make or trace the shape of the numeral 1.
• Find examples of “one” in everyday life.

Success Criteria

I can:

• Point to the number 1.
• Show one object when asked.
• Say, “This is one.”
• Make a number 1 with a crayon, finger, or play dough.

Introduction: Meet Number 1

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

Invite the child to hold up one finger. Say:

“Today we are going to play with the number 1. One means just one. Not two, not three—one!”

Quick Conversation

• “Can you find one toy?”
• “Can you give me one clap?”
• “Can you take one big step?”

Tell the child: “We will learn to see, say, count, and make the number 1.”

Body of the Lesson

Part 1: I Do—Show Number 1

Show the child a large numeral 1 written on paper.

Say:

“This is the number 1. We call it one. The number 1 tells us there is one thing.”

Place one block beside the numeral 1. Point to both and say:

“Number 1. One block.”

Model counting slowly:

1. Touch the block.
2. Say, “One.”
3. Stop counting because there is only one block.

Quick Check: Ask, “How many blocks are here?” Help the child answer, “One.”

Part 2: We Do—Find One

Place several groups of objects in front of the child. For example, place one button in one group, two buttons in another group, and three buttons in a third group.

Say:

“Let’s find the group with one object.”

Help the child point to the group with one object. Count it together by touching the object and saying, “One.”

Repeat with different objects, such as:

• One toy animal
• One crayon
• One spoon
• One sock

Move Like Number 1

Invite the child to do each action exactly one time:

• One clap
• One jump
• One twirl
• One stomp
• One big wave

After each action, ask, “How many did we do?” Encourage the answer, “One!”

Part 3: We Do—Make Number 1

Draw a large number 1. Model the movement while saying:

“Start at the top. Go straight down. That makes a 1.”

Invite the child to:

1. Trace the 1 with a finger.
2. Trace it with a crayon.
3. Draw a 1 independently.

Offer play dough and help the child roll one long piece. Bend or place it to make the shape of a 1.

Encouragement: Say, “You made a number 1! It has one straight line.”

Part 4: You Do—Number 1 Hunt

Invite the child to look around the home and find things that come in groups of one.

Possible examples include:

• One front door
• One kitchen table
• One nose
• One sun in the sky
• One favorite stuffed animal

For each item, ask:

“How many do you see?”

Let the child choose whether to point, say the answer, draw the item, or collect one object to show you.

Part 5: Creative Activity—One Special Picture

Give the child paper and crayons. Ask the child to draw one special thing, such as one flower, one balloon, or one family member.

Help the child write or trace the numeral 1 on the picture. Add the words:

“One ____.”

For example: “One sun” or “One cat.” Invite the child to describe the picture.

Formative Assessment: Quick Checks

Ask the child to complete these tasks:

1. Point to the numeral 1.
2. Show one finger.
3. Give you one object.
4. Count one object.
5. Make a number 1 in the air.

Give specific feedback:

• “You gave me exactly one block.”
• “You touched the object once while counting.”
• “Your number 1 starts at the top and goes down.”

Summative Assessment: Show What You Know

Place the numeral 1, several objects, and crayons in front of the child. Say:

“Can you show me everything you know about number 1?”

Look for the child to:

• Identify the numeral 1.
• Choose one object.
• Count the object as “one.”
• Say the word “one.”
• Trace or draw the numeral 1.

If the child needs help, model one step and invite the child to try again. Celebrate effort as well as accuracy.

Differentiation and Support

For a Child Who Needs More Support

• Use only one object at a time.
• Use large, easy-to-hold objects.
• Guide the child’s hand while tracing the numeral 1.
• Repeat the words “one,” “one thing,” and “number 1.”
• Use songs, clapping, and movement to reinforce the idea.

For a Child Ready for More

• Ask the child to find the numeral 1 in a book or on a calendar.
• Compare one object with groups of two and three.
• Ask the child to draw three different pictures that each show one thing.
• Invite the child to make a number 1 using sticks, blocks, or household items.

Conclusion and Recap

Gather the child’s picture, the numeral 1, and one object. Say:

“Today we learned about number 1. Number 1 means one thing. We found one object, counted one, moved one time, and made the shape of 1.”

Ask the child:

• “What number did we learn?”
• “Can you show me one finger?”
• “Can you find one thing to bring me?”

End with a cheerful chant:

“One, one, number 1! Learning numbers is fun!”

Optional Follow-Up

During the day, look for the number 1 on books, signs, clocks, calendars, or packages. Each time the child finds it, say, “You found number 1!”