All About the Number 1

Materials Needed

• Large paper or a small whiteboard
• Crayon or washable marker
• Number cards, including the number 1
• Small toys, blocks, or household objects
• One favorite stuffed animal or toy
• Paper and stickers, or play dough
• Optional: music for a counting song

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.
• Trace or make the shape of the number 1.
• Show one object when asked.

Success Criteria

“I can…”

• Point to the number 1.
• Say, “One!”
• Give one toy or object.
• Make a number 1 with a crayon, finger, or play dough.

Introduction: Meet the Number 1

Hook: Hold up one stuffed animal or toy 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. Say:

“Today we are going to learn about the number 1. The number 1 tells us about one thing.”

Quick Warm-Up

1. Clap one time.
2. Jump one time.
3. Tap the table one time.
4. Give the stuffed animal one hug.

After each action, say, “That was one!”

Body of the Lesson

I Do: I Show the Number 1

Show the child a large numeral 1.

Say:

“This is the number 1. We say, ‘one.’ It looks like a straight line with a little point at the top.”

Model counting one object:

1. Place one block on the table.
2. Touch it once.
3. Say, “One block.”

Model how to write the number:

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

Use your finger to trace the number 1 in the air, on the table, or in a tray of flour.

Formative Check

Ask:

• “Which card shows the number 1?”
• “How many blocks are here?”
• “Can you show me one finger?”

Give encouraging feedback such as, “You found the number 1!” or “You counted one block carefully.”

We Do: Find One

Place several small groups of objects nearby. For example, show one spoon, two blocks, and three crayons.

Work together:

1. Look at each group.
2. Touch the objects while counting.
3. Find the group with only one object.
4. Place that group beside the number 1 card.

Say together:

“One object goes with the number 1.”

Movement Game: Number 1 Actions

Call out different actions. The child does each action one time:

• Stomp one foot.
• Spin one time.
• Touch one toe.
• Make one silly face.
• Give one high five.

Pause and ask, “How many times did you do it?” Encourage the answer, “One!”

You Do: Number 1 Treasure Hunt

Invite the child to find one item in the room. Give clear directions:

1. “Find one safe object.”
2. “Bring it to our learning spot.”
3. “Tell me what you found.”
4. “Place it next to the number 1.”

Examples might include one book, one sock, or one toy. Ask:

“How many did you bring?”

Creative Practice: Make the Number 1

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

• Trace a large 1 with a crayon.
• Build a 1 with play dough.
• Make a 1 with one long block or craft stick.
• Draw a large 1 and decorate it with stickers.
• Trace a 1 in flour, sand, or shaving cream with one finger.

As the child works, repeat:

“You are making the number 1. One means just one.”

Real-World Connection

Look around the home together and find examples of one:

• One front door
• One refrigerator
• One nose
• One sun in the sky
• One favorite toy

Invite the child to choose one example and draw it beside a large number 1.

Assessment

Formative Assessment During the Lesson

• Ask the child to point to the number 1 among two or three number cards.
• Ask the child to give you one object.
• Ask the child to show one finger.
• Watch whether the child counts one object once.
• Observe whether the child can trace or create a recognizable 1.

Summative Demonstration

Ask the child to complete this short challenge:

1. Point to the number 1.
2. Say the word “one.”
3. Give you one object.
4. Make a number 1 using a crayon, finger, or play dough.

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

Conclusion: Tell What We Learned

Hold up the number 1 and say:

“Today we learned about the number 1. The number 1 means one thing. We can show one with one finger, count one object, and make the number 1.”

Ask the child:

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

Finish with a celebration:

“You learned about number 1! Let’s give one big clap!”

Differentiation and Adaptations

For Extra Support

• Use only two number cards: 1 and another familiar number.
• Use large objects that are easy to touch and move.
• Guide the child’s hand while tracing the number 1.
• Repeat the words “one” and “number 1” throughout the lesson.
• Allow the child to answer by pointing, showing a finger, or choosing an object.

For an Additional Challenge

• Ask the child to find one object in several different rooms.
• Invite the child to compare one object with a group of two or three objects.
• Ask the child to draw one item, such as one flower or one star.
• Look for the number 1 in a book, calendar, clock, or package.

Optional Follow-Up Activity

Create a “Number 1 Page.” Write a large number 1 at the top of a sheet of paper. Let the child draw or glue one favorite object below it. Say together:

“One [object]. Number 1!”