All About the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon, marker, or pencil
• Number cards or paper cards labeled 1–3
• Small objects, such as blocks, buttons, or toy animals
• One favorite toy
• Play dough or craft clay
• Optional: a short counting song

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 correctly.
• Trace or make the shape of the numeral 1.
• Find groups that have one object.

Success Criteria

The child is successful when they can:

• Point to the number 1 when shown several numbers.
• Give one object when asked.
• Say, “This is one.”
• Make a recognizable numeral 1 with a crayon, finger, or play dough.

Introduction: One Special Thing

Time: 5 minutes

Show the child one favorite toy.

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

Invite the child to:

• Hold up one finger.
• Clap one time.
• Jump one time.
• Give one hug to a favorite toy or stuffed animal.

Tell the child: “Today we are learning about the number 1. We will find it, count one thing, and make it.”

Body of the Lesson

1. I Do: Meet the Number 1

Time: 5 minutes

Write or show a large numeral 1.

Say: “This is the number 1. We say, ‘one.’ The number 1 tells us there is one thing.”

Model counting one object:

1. Place one block on the table.
2. Touch the block.
3. Say slowly: “One.”
4. Show the numeral 1 and say: “This number matches one block.”

Trace the number with your finger while saying:

“Start at the top. Go down. Number 1!”

2. We Do: Find One

Time: 8 minutes

Place small groups of objects on the table. Make some groups have one object and some have two or three objects.

Ask:

• “Which group has one object?”
• “Can you touch one block?”
• “Can you give me one toy animal?”
• “How many objects are in this group?”

Give specific feedback:

“You gave me one block. You counted carefully!”

Think, Move, and Say

Call out an action and a number:

• “Clap one time.”
• “Stomp one time.”
• “Touch one book.”
• “Pick up one crayon.”

Pause and ask: “How many did you do?” Encourage the child to answer, “One.”

3. We Do: Number 1 Hunt

Time: 7 minutes

Look around the room together for examples of one.

Possible examples include:

• One door
• One table
• One lamp
• One favorite toy
• One nose

Say: “We found one door. Let’s say it together: one door.”

For a number hunt, place numeral cards labeled 1, 2, and 3 around the room. Ask the child to find the card showing 1.

4. You Do: Make the Number 1

Time: 8 minutes

Let the child choose one way to make the number:

• Trace a large numeral 1 with a crayon.
• Draw a numeral 1 in the air with a finger.
• Make a numeral 1 with play dough.
• Build a numeral 1 using blocks.
• Paint or decorate a large paper numeral 1.

Use simple directions:

1. “Start at the top.”
2. “Go straight down.”
3. “You made a 1!”

Do not worry about perfect handwriting. Celebrate attempts and effort.

5. Real-World Practice: One for Me

Time: 5 minutes

Prepare a pretend snack, toy store, or picnic. Ask the child to choose one item.

Say:

• “Please put one cup on the table.”
• “Choose one snack.”
• “Give one teddy bear a blanket.”
• “Put one block in the box.”

Invite the child to make their own request using the word “one.” For example: “I want one car.”

Formative Assessment: Quick Checks

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

• Point to the numeral 1.
• Show one finger.
• Give one object.
• Choose between a group of one object and a group of two objects.
• Say the number name “one.”

If the child is unsure, model the answer and try again in a playful way.

Summative Assessment: Show What You Know

Time: 5 minutes

Give the child this mini-challenge:

1. “Show me the number 1.”
2. “Give me one object.”
3. “Count this object.”
4. “Make a number 1 using a crayon, finger, or play dough.”

Record the child’s progress with a simple check:

• Recognizes 1: Yes / Almost yet
• Counts one object: Yes / Almost yet
• Makes or traces 1: Yes / Almost yet
• Uses the word “one”: Yes / Almost yet

Differentiation and Choice

For Extra Support

• Use only two choices, such as 1 and 2.
• Place one object in a clearly separate space.
• Guide the child’s hand while tracing.
• Repeat the phrase: “One means just one.”
• Use real objects the child enjoys.

For an Extra Challenge

• Ask the child to find three different groups of one object.
• Invite the child to draw one sun, one flower, or one person.
• Ask, “What happens if we add one more?”
• Let the child sort objects into groups of one.
• Ask the child to find the numeral 1 in a book or on a calendar.

Conclusion: Tell What We Learned

Time: 3 minutes

Hold up the numeral 1 and ask:

• “What number is this?”
• “How many things does one mean?”
• “Can you show me one finger?”

Say together:

“One means just one. The number 1 shows one thing.”

Finish with one final action: the child gives one clap, one high-five, or one jump.

Optional Follow-Up Activities

• Read a counting book and find every page with one object.
• Look for the number 1 on food packages, clocks, or calendars.
• Make a “one page” with one sticker, one drawing, and one numeral 1.
• During daily routines, ask the child to bring one item or complete one action.