Fun with the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon or washable marker
• One small toy, block, spoon, or other safe object
• Several objects for sorting, such as blocks, buttons, or toy animals
• Play dough or modeling clay
• Paper and crayons
• Optional: number cards from 1–5

Learning Objectives

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

• Recognize the numeral 1.
• Count one object and say, “One.”
• Show a group with one object.
• Trace or make the shape of the numeral 1.
• Use the idea of “one” in a real-life activity.

Success Criteria

The child is successful when they can:

• Point to the number 1 when asked.
• Give or choose one object.
• Count one object without adding another.
• Try to write or build the number 1.

Introduction: The Number 1

Time: 5 minutes

Hold up one favorite 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. Count slowly together:

“One!”

Tell the child:

“Today we will play with the number 1. We will find one thing, count one thing, and make the number 1.”

Body: Learn and Practice

1. I Do: See and Hear One

Time: 5 minutes

1. Place one object on the table.
2. Touch the object once and say, “One.”
3. Show the numeral 1 on paper or a number card.
4. Say, “This is the number 1. It tells us there is one thing.”

Model the difference between one and more than one. Place one block down and say, “One block.” Then place two blocks down and say, “Two blocks. That is not one.”

Quick check: Ask, “How many blocks are here?” Let the child touch the one block while answering.

2. We Do: Find One

Time: 8 minutes

Invite the child to look around the room and find objects in groups of one.

Give simple directions one at a time:

• “Bring me one book.”
• “Find one sock.”
• “Choose one stuffed animal.”
• “Put one block in the bowl.”

After each turn, count together by touching the object once:

“One object. You found one!”

Think-and-talk prompt: Ask, “What is one thing you see?” Accept answers such as “one chair,” “one door,” or “one cup.”

3. We Do: Make the Number 1 with Our Bodies

Time: 5 minutes

Invite the child to try these movements:

• Hold up one finger.
• Take one big step.
• Give one clap.
• Jump one time.
• Spin around one time.

Say the number each time:

“One clap!” “One jump!” “One step!”

This helps connect the number 1 to movement, sound, and touch.

4. I Do, Then We Do: Make the Numeral 1

Time: 7 minutes

On paper or a whiteboard, slowly model how to make the number 1:

1. Start at the top.
2. Make a straight line down.
3. Add a small line at the top if desired.

Say:

“Start at the top. Go down. This makes 1.”

Let the child:

• Trace a large number 1 with a finger.
• Draw a number 1 with a crayon.
• Make a number 1 with play dough.
• Build a number 1 with blocks or craft sticks.

Focus on effort rather than perfect handwriting.

5. You Do: One-Object Challenge

Time: 8 minutes

Place several different objects in front of the child. Ask the child to complete each challenge independently:

1. “Give me one block.”
2. “Put one toy in the basket.”
3. “Circle the group with one object.”
4. “Show me the number 1.”
5. “Draw one star, one circle, or one happy face.”

After each response, give specific feedback:

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

6. Choice Activity: Make a Number 1 Picture

Time: 10 minutes

Let the child choose one project:

• One-Thing Drawing: Draw one sun, one flower, or one animal.
• Number 1 Collage: Decorate a large numeral 1 with crayons or stickers.
• One Snack Plate: Place one safe snack item on a plate and count it.
• One-Toy Story: Choose one toy and tell a short story about it.

Ask, “What is your one thing?” Encourage the child to answer in a short sentence, such as, “I made one sun.”

Real-World Connection

During the day, look for natural examples of one:

• One child or one adult
• One nose
• One refrigerator door handle
• One favorite toy
• One bedtime story

Use the phrase:

“We found one!”

Formative Assessment

Check understanding throughout the lesson by asking:

• “Can you show me one finger?”
• “How many objects are here?”
• “Which number is 1?”
• “Can you give me one?”
• “Can you make one clap?”

Notice whether the child:

• Counts one object once.
• Chooses one object instead of a group.
• Recognizes the numeral 1.
• Attempts to form the numeral 1.

Summative Assessment: Show What You Know

Give the child this short demonstration:

1. Point to the number 1 among two or three number cards.
2. Give the adult one object.
3. Count the object aloud.
4. Show one finger.
5. Trace, draw, or build the number 1.

Mastery guideline: The child completes at least four of the five tasks with little or no help.

Differentiation and Support

For a Child Who Needs More Support

• Use only one object at a time before comparing one and more.
• Guide the child’s hand while counting or tracing.
• Use large objects and a large number 1.
• Repeat the same short phrase: “One means just one.”
• Allow pointing, touching, or showing a finger instead of speaking.

For a Child Ready for More

• Ask the child to find groups of one in different rooms.
• Compare one and zero: “What happens when there is no toy?”
• Ask the child to make a collection with one object and explain it.
• Introduce numbers 2 and 3 for comparison without requiring mastery.
• Invite the child to write the numeral 1 independently.

Conclusion and Recap

Time: 5 minutes

Place one object and the numeral 1 in front of the child. Review the lesson by saying:

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

Ask the child to complete these sentences:

• “One means ______.”
• “I can show one with my ______.”
• “I can find one ______.”

Finish with one final action:

“Let’s give one big clap for learning the number 1!”

Optional Follow-Up

Invite the child to keep a “One Hunt” list. During the day, find and draw one item from each room. For example: one cup, one pillow, and one book.