All About the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon or washable marker
• Small objects, such as blocks, buttons, or toy animals
• Number cards, including the number 1
• Play dough or modeling clay
• Paper and stickers
• Optional: a short counting song or music

Learning Objectives

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

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

Success Criteria

“I can…”

• Point to the number 1.
• Show one object.
• Say, “This is one.”
• Make a number 1 with a finger, crayon, or play dough.

Introduction: Meet the Number 1

Time: 5 minutes

Hold up one finger and say:

“Look! I have one finger up. Today we are learning about the number 1. Can you show me one finger?”

Invite the child to look around and find one thing. They might find one cup, one shoe, or one toy.

Say:

“One means just one thing. One teddy bear. One book. One nose!”

Body of the Lesson

Part 1: I Do—Show and Tell

Time: 5 minutes

Place one object in front of the child. Point to it and count slowly:

“One block. There is one block.”

Show the numeral card with 1.

Say:

“This is the number 1. The number 1 tells us there is one thing.”

Use your finger to trace the number in the air:

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

Quick Check: Ask, “How many blocks do you see?”

Part 2: We Do—Find One

Time: 7 minutes

Place small groups of objects on the floor or table. Include groups with one, two, and three objects.

Say:

“Let’s find the group with one object. Touch the group that has one.”

Practice together several times. Each time the child chooses a group, count the objects aloud.

Try a movement version:

• Clap one time.
• Jump one time.
• Stomp one time.
• Spin one time.

Ask:

• “Can you give me one block?”
• “Can you bring me one toy?”
• “Can you tap the table one time?”

Think-and-Say: Invite the child to complete the sentence: “I found one ____.”

Part 3: Number 1 Movement Song

Time: 5 minutes

Sing to a simple tune or chant:

“One, one, number one,
One small clap is lots of fun.
One, one, touch your nose,
One, one, wiggle your toes!”

Repeat the song while changing the action. Keep the actions slow and playful.

Part 4: We Do—Make the Number 1

Time: 7 minutes

Show the child how to make the number 1 with play dough:

1. Roll the play dough into a short line.
2. Place the line upright.
3. Say, “This is number 1.”

Make the number together using one finger, a crayon, or a piece of string.

Invite the child to trace a large number 1 in the air, on paper, or in a tray of flour or rice.

Use simple language:

“Start at the top. Move down. You made 1!”

Part 5: You Do—Number 1 Sticker Picture

Time: 10 minutes

Give the child paper with a large number 1 written on it.

Say:

“Decorate your number 1. You may use stickers, crayons, or paint. When you finish, put one special sticker beside your number.”

Talk about the picture while the child works:

• “What number are you decorating?”
• “How many special stickers did you use?”
• “Can you point to number 1?”

Allow the child to choose the colors and decorating materials.

Part 6: Real-World Number 1 Hunt

Time: 5–10 minutes

Walk around the home and look for things that come in ones.

Possible examples include:

• One front door
• One kitchen table
• One nose
• One moon in a picture
• One favorite toy

Each time the child finds something, say:

“You found one! One means just one thing.”

Assessment

Formative Checks During the Lesson

• Ask the child to point to the numeral 1.
• Ask the child to give you one object.
• Ask the child to clap one time.
• Show groups of objects and ask which group has one.
• Watch whether the child counts one object without adding extra objects.

End-of-Lesson Demonstration

Place the number cards 1, 2, and 3 in front of the child. Ask the child to:

1. Point to the number 1.
2. Place one object beside it.
3. Say, “One.”
4. Make or trace the number 1.

Mastery guideline: The child is successful if they can complete at least three of the four tasks with little or no help.

Differentiation and Support

For a Child Who Needs More Support

• Use only one and two objects at first.
• Use large, easy-to-hold objects.
• Guide the child’s hand while tracing the number.
• Repeat the words “one” and “number 1” often.
• Practice for short periods with movement breaks.

For a Child Ready for More

• Ask the child to find the number 1 in a book or on a calendar.
• Invite the child to draw one item beside each number 1.
• Ask, “What would happen if we added one more?”
• Let the child make a simple book called My Book of One, with one object drawn on each page.

Conclusion and Recap

Time: 3 minutes

Hold up the number 1 card and ask:

• “What number is this?”
• “How many things does 1 mean?”
• “Can you show me one finger?”

Say together:

“One means one thing. This is the number 1!”

Finish with a choice:

• Find one more object.
• Make one more number 1.
• Do one jump and celebrate learning!

Optional Follow-Up Activities

• Read a counting book and look for the number 1.
• Put one toy in each of several boxes.
• Take a photo of one object and say its name together.
• Make a snack plate with one cracker, one fruit piece, or one small treat.