All About the Number 1

Materials Needed

• Large paper or a small whiteboard
• Crayon or washable marker
• One favorite toy or stuffed animal
• Small objects, such as blocks, buttons, or toy animals
• Paper with the number 1 written several times
• Optional: music for a movement game

Learning Objectives

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

• Recognize the number 1.
• Say that 1 means “one.”
• Count one object correctly.
• Trace or make the number 1.
• Find examples of one thing in everyday life.

Success Criteria

“I can show one, say one, find the number 1, and make the number 1.”

Introduction: A One-Toy Surprise

Time: 5 minutes

Hide one favorite toy behind your back. Say:

“I have a surprise! How many toys are hiding? Let’s look!”

Show the toy and count slowly: “One!”

Explain:

“Today we are learning about the number 1. The number 1 tells us there is just one thing.”

Body

I Do: Show and Explain

Time: 5 minutes

1. Draw a large 1 on paper.
2. Point to it and say, “This is the number 1.”
3. Hold up one finger and say, “One finger. Number 1.”
4. Place one block on the table and count, “One block.”
5. Place several blocks on the table. Move all but one away and say, “Now there is one block.”

Use examples from the child’s world:

• “You have one nose.”
• “You have one favorite toy in your hand.”
• “A chair has one seat for you.”

Quick Check

Ask:

• “Can you show me one finger?”
• “How many toys are here?”
• “Which number is this?” while pointing to 1.

Give specific feedback: “You showed one finger. That means one!”

We Do: Find One

Time: 8 minutes

Work together to find one object in the room. Take turns saying, “I found one!”

1. Choose a category, such as books, shoes, or stuffed animals.
2. Ask the child to bring exactly one item.
3. Count it together: “One book.”
4. Try another category.

Play “One or More?” Place one object in front of the child, then place two or three objects in front of the child. Ask, “Which group has one?”

Movement Game: One-Step Robot

Time: 5 minutes

Say, “When I say 1, take one step!”

Call out playful directions:

• “Take one step forward.”
• “Clap one time.”
• “Jump one time.”
• “Spin one time.”

Pause after each action and count it together.

We Do: Make the Number 1

Time: 7 minutes

1. Draw a large number 1.
2. Say, “Start at the top. Go down.”
3. Trace the number with your finger.
4. Invite the child to trace it with a crayon or marker.
5. Make the number 1 in the air using one finger.
6. Make the number 1 with a finger on the table or in a tray of rice, flour, or sand.

Keep the activity playful. Wobbly numbers are okay.

You Do: Number 1 Hunt

Time: 8 minutes

Give the child a paper with several numbers. Invite the child to circle every 1.

Say:

“Look carefully. Circle the number 1. You can choose a crayon color you like.”

Afterward, ask the child to:

• Point to one circled number.
• Say, “This is 1.”
• Place one object beside it.
• Draw one dot or one picture.

Creative Choice Activity

Time: 5–10 minutes

Let the child choose one activity:

• One-Thing Drawing: Draw one sun, one flower, or one animal.
• Build One: Build one tower using blocks.
• One-Item Pretend Shop: Pretend to buy one toy or one snack.
• Number Collage: Decorate a large number 1 with stickers or scraps of paper.

Ask, “What is your one thing?”

Formative Assessment

During the lesson, observe whether the child can:

• Show one finger.
• Give exactly one object.
• Identify the written number 1.
• Count one object without adding another.
• Attempt to trace or draw 1.

If the child needs help, model the answer and try again with larger objects or fewer distractions.

Summative Assessment: Show Me One

Ask the child to complete these four tasks:

1. “Show me one finger.”
2. “Give me one object.”
3. “Point to the number 1.”
4. “Draw or trace the number 1.”

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

Conclusion and Recap

Time: 3 minutes

Hold up one finger and say:

“Today we learned about 1. One means just one. We found one thing, moved one time, and made the number 1.”

Invite the child to finish these sentences:

• “The number we learned is ___.”
• “One means ___ thing.”
• “I can show one by ___.”

End with a cheerful chant:

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

Differentiation and Extensions

• For extra support: Use only one object at a time, guide the child’s hand, and repeat “one” often.
• For sensory learning: Trace 1 in sand, rice, shaving cream, or with a finger in the air.
• For movement learners: Practice one clap, one jump, and one step.
• For an added challenge: Ask the child to find three different examples of one around the home.
• For digital learning: Display the number 1 on a screen and let the child point to it, trace it, or photograph one object.