All About the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon or washable marker
• One small toy, block, or stuffed animal
• Several small objects, such as buttons, blocks, or toy cars
• Paper and crayons
• Optional: play dough, stickers, or a short 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.
• Show one object when asked.
• Trace or make a simple numeral 1.

Success Criteria

I can:

• Point to the number 1.
• Say “one.”
• Give you one object.
• Make a number 1.

Introduction: Let’s Find One!

Hook: Hold up one favorite toy and say, “Look! I have one teddy bear. Can you show me one finger?”

Invite the child to hold up one finger. Say:

“Today we are learning about the number 1. One means just one thing.”

Show the written numeral 1. Let the child look at it, trace it in the air, and say “one.”

Quick Talk

• “How many noses do you have?”
• “Can you find one toy?”
• “Can you clap one time?”

Body of the Lesson

I Do: Teacher or Parent Demonstration

Place several objects in front of the child. Slowly choose one object and move it to a clear space.

Say:

“I am taking one block. One means only one. Let’s count it: one.”

Point to the numeral 1 and say:

“This is what the number 1 looks like. It tells us there is one object.”

Model Making the Number 1

1. Draw a short slanted line down.
2. Draw a straight line down.
3. Say, “This is 1!”

Have the child make a large number 1 in the air using one finger.

We Do: Learn Together

Activity 1: One or More?

Make small groups of objects. Some groups should have one object, and some should have two or three objects.

Ask the child:

• “Which group has one?”
• “Can you touch the group with one?”
• “Can you give me one block?”

Celebrate correct answers with a high-five, clap, or cheerful “You found one!”

Activity 2: One-Action Game

Give directions that include only one action. Let the child act them out.

• “Clap one time.”
• “Jump one time.”
• “Tap the table one time.”
• “Touch one toy.”

After each action, ask, “How many times did you do it?” Help the child answer, “One!”

Activity 3: Make One

Invite the child to use one material to make a number 1. Offer choices:

• Trace a large 1 with a crayon.
• Build a 1 with play dough.
• Make a 1 with one long block or craft stick.
• Decorate a large 1 with stickers.

Talk about the child’s work: “You made one number 1. I see it!”

You Do: Independent Practice

Number 1 Treasure Hunt

Ask the child to find one item in the room. The child may choose a toy, book, sock, spoon, or another safe object.

1. Say, “Find one thing.”
2. Let the child choose an item.
3. Ask, “How many things did you find?”
4. Help the child say, “One.”
5. Place the object beside the numeral 1.

Repeat two or three times with different objects if the child remains interested.

Formative Assessment: Quick Checks

During the activities, check whether the child can:

• Point to the numeral 1 when shown several numerals.
• Show one finger.
• Choose one object from a group.
• Say “one” after counting one object.
• Follow a direction to do something one time.

If the child is unsure, model the answer and try again with fewer objects.

Summative Assessment: Show What You Know

Invite the child to complete this short challenge:

1. Point to the number 1.
2. Say the word “one.”
3. Give you one object.
4. Show one finger.
5. Draw or trace a number 1.

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

Conclusion: Tell Me About One

Review the lesson by saying:

“Today we learned about 1. One means just one. We can show one with one finger, count one object, and write the number 1.”

Ask the child:

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

End with one celebratory action: one clap, one jump, or one silly dance move.

Differentiation and Adaptations

For a Child Who Needs More Support

• Use only one object at a time.
• Give frequent demonstrations and physical pointing cues.
• Trace the number 1 together, using hand-over-hand support only if welcomed.
• Repeat the same activities on another day.

For a Child Ready for More

• Ask the child to find the number 1 in books, signs, or a calendar.
• Compare one with two: “Which group has one? Which group has more?”
• Invite the child to draw one sun, one flower, or one family member.
• Practice writing 1 independently on paper or in a tray of sand, rice, or flour.

Optional Real-World Connection

During the day, point out examples of one: one cup, one door, one dog, one sandwich, or one moon. Say, “I see one!” and invite the child to find another example.