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 a card with the number 1
• Play dough or clay
• Paper and stickers
• A small basket or bowl

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.
• Show one object when asked.
• Trace or make the numeral 1.
• Use the idea of “one” in a real-life activity.

Success Criteria

I can:

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

Introduction: Hook and Objectives

Time: 5 minutes

Place one favorite toy in front of the child. Ask:

• “How many toys do you see?”
• “Can you show me one finger?”

Say:

“Today we are going to learn about the number 1. One means just one thing. We will find one, count one, and make the number 1.”

Show the numeral 1 and say slowly: “This is 1. We say one.”

Body of the Lesson

1. I Do: Meet the Number 1

Time: 5 minutes

Draw a large numeral 1. Trace it with your finger while saying:

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

Show one object, such as one block, and place it beside the numeral 1.

Say:

• “Here is one block.”
• “One means not two. It means just one.”
• “The number 1 tells us how many.”

Quick Check: Hold up one block and two blocks. Ask, “Which group has one block?”

2. We Do: Find One

Time: 8 minutes

Place several small groups of objects on the floor or table. Make groups containing one, two, and three objects.

Invite the child to look carefully and find the group with one object.

Use prompts such as:

• “Let’s touch each object and count.”
• “Which group has just one?”
• “Can you give me one block?”

Repeat with different objects. Let the child choose what to count, such as a toy animal, spoon, sock, or stuffed animal.

Think and Talk: Ask, “What is one thing you see in this room?”

3. We Do: One-Finger Number Game

Time: 5 minutes

Say an action and have the child do it one time:

• Clap one time.
• Jump one time.
• Tap the table one time.
• Give one high-five.
• Touch one toy.

After each action, ask, “How many times?” Encourage the child to answer, “One!”

4. You Do: Number 1 Hunt

Time: 8 minutes

Give the child a number card showing 1. Search together for the numeral 1 in the home. Look at books, calendars, clocks, labels, or toys.

Each time the child finds a 1, celebrate by saying:

“You found 1! That is the number one.”

If the child finds another number, say, “That is a different number. Let’s keep looking for 1.”

5. You Do: Make the Number 1

Time: 8 minutes

Offer one or more of these choices:

• Trace: Trace a large dotted 1 with a crayon.
• Build: Roll play dough into one long piece and shape it like 1.
• Make: Use one finger to draw 1 in the air.
• Create: Decorate a large numeral 1 with stickers.

Say:

“Start at the top and move down. You are making 1!”

Do not worry about perfect handwriting. Praise effort and direction:

• “You started at the top.”
• “You made one long line.”
• “You kept trying.”

6. Real-Life Practice: Make a Snack for One

Time: 5 minutes

Invite the child to prepare a small snack or pretend snack. Ask the child to choose:

• One cracker
• One piece of fruit
• One cup
• One spoon

Count each item together. Say, “You chose one cup. One means just one.”

Formative Assessment

Throughout the lesson, check understanding by asking the child to:

• Point to the numeral 1.
• Show one finger.
• Choose one object from a group.
• Count one object aloud.
• Find a numeral 1 in the home.

If the child is unsure, provide two choices and model the answer. For example, ask, “Is this 1 or this 2?”

Summative Assessment: Show Me One

Time: 5 minutes

Place several objects and number cards in front of the child. Ask the child to complete these tasks:

1. “Show me the number 1.”
2. “Give me one object.”
3. “Show me one finger.”
4. “Make a 1 with play dough, a finger, or a crayon.”
5. “Tell me the number’s name.”

Success benchmark: 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 and two objects at first.
• Give clear choices: “Do you want one block or two blocks?”
• Guide the child’s hand while tracing.
• Use songs and repeated phrases: “One, one, one—just one!”
• Practice for short periods with movement breaks.

For a Child Ready for More

• Ask the child to find three different examples of one.
• Compare one and zero: “Which group has one? Which group has none?”
• Ask the child to draw one item next to the numeral 1.
• Invite the child to make a simple “one” book with one picture on each page.
• Ask, “Can you find one more thing?”

Conclusion and Recap

Time: 3 minutes

Hold up the numeral 1 and ask:

• “What number is this?”
• “How many is one?”
• “Can you show one finger?”

Say:

“Today we learned that 1 means one thing. We found one, counted one, and made the number 1.”

End with a cheerful chant:

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

Optional Follow-Up Activity

During the day, invite the child to find one item during everyday routines: one shoe, one book, one cup, or one toy. Each time, ask the child to say, “I found one!”