All About the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon, pencil, or washable marker
• Small objects to count, such as blocks, buttons, or toy animals
• Paper and stickers
• One favorite toy or stuffed animal
• Optional: music for a movement game

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 attempt to write the numeral 1.
• Show one object when asked.

Success Criteria

“I can…”

• Point to the number 1.
• Say, “One!”
• Give you one object.
• Make a number 1 with my finger, a crayon, or my body.

Introduction: Meet the Number 1

Time: 5 minutes

Place one favorite toy in front of the child.

Say: “Look! I have one toy. One means just one. Can you say ‘one’?”

Show the numeral 1 on paper or a whiteboard.

Say: “This is the number 1. It tells us there is one thing.”

Invite the child to find one finger and hold it up.

Ask:

• “Can you show me one finger?”
• “How many noses do you have?”
• “Can you find one toy?”

Body: Learn and Practice

1. I Do: Teacher or Parent Demonstration

Time: 5 minutes

Place several objects on the table. Slowly choose one object and move it to a separate space.

Say: “I am taking one block. Let’s count it: one.”

Point to the numeral 1.

Say: “The number 1 means one object. One block. One toy. One sticker.”

Model how to write the number:

1. “Start at the top.”
2. “Go down.”
3. “That makes 1.”

Draw a large 1 in the air with your finger, then invite the child to copy you.

2. We Do: Find One

Time: 8 minutes

Place groups of objects in front of the child. Some groups should have one object, and some should have two or more.

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

Let the child point to a group. Count together slowly.

Practice prompts:

• “Can you give me one block?”
• “Can you put one animal in the box?”
• “Can you choose one crayon?”
• “Can you touch one button?”

After each answer, respond with specific feedback:

• “You gave me one block. Great counting!”
• “You gave me two blocks. Let’s try again and give me only one.”

3. Movement Game: Number 1 Action

Time: 5 minutes

Explain that the child will do one action whenever they hear the number 1.

Say: “When I say one, do one jump. Ready? One!”

Try different actions:

• One clap
• One stomp
• One spin
• One wiggle
• One big stretch

Pause often and ask, “How many did we do?” Encourage the child to answer, “One!”

4. We Do: Make the Number 1

Time: 8 minutes

Give the child paper and a crayon. First, trace a large dotted number 1 together.

Say: “Start at the top. Go straight down. This is 1.”

Offer several ways to practice:

• Trace the number 1 with a finger.
• Draw the number 1 in the air.
• Make the number 1 with a finger or craft stick.
• Cover a large written 1 with stickers.
• Make a number 1 using blocks or play dough.

Let the child choose one method or try more than one.

5. You Do: One Sticker Picture

Time: 8 minutes

Give the child a piece of paper with a large number 1 written on it, or ask the child to draw one with help.

Instructions:

1. “Choose one sticker.”
2. “Put your one sticker on the paper.”
3. “Point to the number 1.”
4. “Tell me: ‘I used one sticker.’”

If the child wants to continue, provide more paper and ask for one sticker on each page.

Real-World Connection: A One Hunt

Time: 5 minutes

Take a short walk around the home and look for things that come as one.

Possible examples include:

• One front door
• One refrigerator
• One table
• One favorite toy
• One nose on a stuffed animal

Ask: “Can you find one thing? Let’s count it together.”

Formative Assessment

During the lesson, observe whether the child can:

• Point to the numeral 1 when shown several numerals.
• Give one object when asked.
• Count one object without adding another.
• Say the word “one.”
• Trace or make an attempt at writing 1.

If needed, reduce the choices to two objects or two numerals and provide gentle modeling.

Summative Assessment: Show Me One

Time: 5 minutes

Place several objects and numeral cards in front of the child.

Ask the child to:

1. “Show me the number 1.”
2. “Give me one object.”
3. “Count this group.”
4. “Make a number 1 in the air.”
5. “Tell me what number this is.”

Goal: The child completes at least four of the five tasks with support as needed.

Differentiation

For a Child Who Needs More Support

• Use only one object at a time.
• Say “one” while touching the object.
• Guide the child’s hand while tracing 1.
• Use large materials that are easy to see and hold.
• Repeat the same activity during short sessions throughout the day.

For a Child Ready for More Challenge

• Ask the child to find one object in a larger group.
• Have the child sort groups into “one” and “not one.”
• Invite the child to draw one flower, one sun, or one person.
• Ask, “What happens if we add one more?”
• Look for the numeral 1 in books, signs, or a calendar.

Conclusion and Recap

Time: 3 minutes

Hold up the numeral 1 and review the lesson.

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

Ask the child to finish these sentences:

• “This is the number ___.”
• “One means ___ thing.”
• “I can show one by holding up ___ finger.”

Celebrate the child’s effort: “You worked hard learning about one!”

Optional Follow-Up Activities

• Read a counting book and look for pages showing one object.
• Serve one piece of fruit and ask the child to count it.
• Sing a song while holding up one finger.
• Place one toy in each of several containers.
• Ask the child to find the number 1 on a calendar or clock.