All About the Number 1

Materials Needed

• One large card or paper with the number 1
• Small safe objects, such as blocks, toy animals, buttons, or pom-poms
• Paper and crayons or washable markers
• Play dough or modeling clay
• One small snack, such as a cracker or piece of fruit
• Optional: music for a movement game

Learning Objectives

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

• Recognize the numeral 1.
• Count one object.
• Show one object when asked.
• Trace or make the shape of the number 1.
• Connect the number 1 to real-life examples.

Success Criteria

Success looks like this:

• “I can point to the number 1.”
• “I can give you one thing.”
• “I can count one object.”
• “I can make a number 1.”

Introduction: Meet Number 1

Hook: Hold up one finger and say, “Look! I have one finger up. How many fingers do you see?”

Show the numeral 1 and say:

“This is the number 1. One means just one thing. Today we will find, count, make, and move like the number 1!”

Invite the child to hold up one finger. Ask:

• “Can you show me one finger?”
• “Can you find one toy?”
• “Can you give me one clap?”

Body of the Lesson

1. I Do: Watch Me Count One

Place several objects in front of the child. Slowly pick up one object and say:

“I am taking one block. One. I have one block.”

Place the block on a clear space. Point to it and repeat, “One block.” Emphasize that one means only one object.

Show the numeral 1 next to the block and say:

“This number tells us there is one block.”

Quick Check

Place one object in front of the child and ask, “How many?” If needed, count together: “One.”

2. We Do: Find One

Place groups of objects around the room. Some groups should have one object, and others should have two or three.

Say:

“Let’s look for a group with one thing. Point to the group that has one.”

Practice with different objects. Let the child touch each object while counting. Ask:

• “Which group has one?”
• “Can you bring me one block?”
• “Can you find one stuffed animal?”

Think and Talk

Ask the child to name things they see one at a time:

• “Can you find one door?”
• “Can you find one table?”
• “Can you find one shoe?”

3. We Do: Number 1 Movement Game

Explain that the child should do the action only one time when they hear the number 1.

Call out simple actions:

• “Do one jump!”
• “Give one clap!”
• “Turn around one time!”
• “Touch one toe!”

Sometimes call out a different number, such as two. Help the child notice the difference between one action and more than one action.

4. I Do: Make the Number 1

Use your finger to trace the number 1 in the air. Say:

“Start at the top. Go down. This is number 1.”

Model making a number 1 with:

• Your finger in the air
• Play dough
• A crayon on paper

Use simple language:

“Number 1 is like a straight line. It can have a little hat at the top.”

5. You Do: Create a Number 1

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

• Trace a large number 1 with a crayon.
• Build a number 1 with play dough.
• Make a number 1 with blocks.
• Draw a number 1 in the air.

Give specific encouragement:

“You started at the top and moved your crayon down. You made a number 1!”

6. Real-World Practice: One Snack

Place several snacks in front of the child. Ask the child to choose one snack.

Say:

“Please take one snack. Let’s count it together: one.”

Talk about other things that come in ones:

• One nose
• One sun in the sky
• One moon we see at night
• One birthday cake for a celebration

Creative Choice Activity

Let the child choose one activity:

Option A: Number 1 Collage

Draw a large number 1. The child may decorate it with crayons, stickers, or one small object placed beside it.

Option B: One-Object Treasure Hunt

Ask the child to find one safe object from each area of the room. For example, one book, one sock, and one toy.

Option C: Number 1 Story

Make up a short story together about one character:

“One little bird found one red ball. What did the bird do with the ball?”

Formative Assessment

Throughout the lesson, observe whether the child can:

• Point to the numeral 1.
• Show one finger.
• Select one object from a group.
• Count one object without adding another.
• Trace or create a recognizable number 1.

Use gentle prompts when needed:

• “Let’s touch just one.”
• “Look carefully. Which group has only one?”
• “Start at the top and go down.”

Summative Assessment: Show Me One

At the end of the lesson, place several objects in front of the child and ask the child to complete these tasks:

1. “Point to the number 1.”
2. “Give me one object.”
3. “Count this object.”
4. “Show me one finger.”
5. “Make a number 1 in the air or on paper.”

The child meets the lesson goal when they complete most tasks with little or no help.

Differentiation and Support

For a Child Who Needs More Support

• Use only one object and an empty space at first.
• Give the child a hand-over-hand demonstration if appropriate.
• Use large, colorful objects.
• Repeat the words “one” and “number 1” often.
• Allow pointing, speaking, or showing one finger as an answer.

For a Child Ready for More

• Ask the child to find groups with one object around the home.
• Compare one object with groups of two or three.
• Ask the child to draw one object next to the numeral 1.
• Invite the child to make a simple sentence, such as “I see one dog.”

Conclusion and Recap

Hold up the numeral 1 and ask the child to explain what it means.

Say together:

“One means just one. We can see one, count one, show one, and make the number 1.”

Finish with one clap and one high-five. Ask:

• “What number did we learn?”
• “Can you show me one finger?”
• “What is one thing you found today?”

Optional Follow-Up

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