All About the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon or washable marker
• One small toy, block, or stuffed animal
• Number cards or a handwritten card showing 1
• Small objects for counting, such as buttons, blocks, or cereal pieces
• Play dough or craft sticks
• Paper and crayons

Learning Objectives

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

• Recognize the numeral 1.
• Count one object correctly.
• Show a group of one object.
• Trace or attempt to write the numeral 1.
• Identify examples of “one” in everyday life.

Success Criteria

The child is successful when they can:

• Point to the number 1 when shown several numbers.
• Give or choose exactly one object.
• Say, “There is one.”
• Make or trace a recognizable number 1.

Introduction: The Number 1 Adventure

Time: 5 minutes

Hold up one toy or stuffed animal and say:

“Look! I have one teddy bear. One means just one. Can you hold up one finger?”

Invite the child to hold up one finger. Sing or say:

“One little finger, up, up, up! One little finger, tap, tap, tap!”

Tell the child:

“Today we will learn about the number 1. We will find it, count one thing, make one thing, and practice writing it.”

Body of the Lesson

1. I Do: Meet the Number 1

Time: 5 minutes

1. Show the numeral 1.
2. Say, “This is the number 1. It means one.”
3. Point to the numeral and slowly trace it with your finger.
4. Count one object: “One block.”
5. Place a group of three objects beside the one block. Say, “This is more than one. This is one.”

Talking points:

• “One means just one.”
• “The number 1 tells us how many.”
• “One sun, one nose, and one moon.”

2. We Do: Find One

Time: 8 minutes

Place a few groups of objects in front of the child. Some groups should have one object, while others have two or three.

Say:

“Let’s find the group with one object. Touch each group and count carefully.”

Practice together:

• Count one block.
• Count one crayon.
• Count one toy.
• Count one snack piece.

Ask:

• “Which group has one?”
• “Can you give me one block?”
• “How many teddy bears are here?”

3. Movement Game: Number 1 Says

Time: 5 minutes

Play a simple movement game. Give directions such as:

• “Do one jump.”
• “Clap one time.”
• “Touch one toe.”
• “Spin one time.”
• “Give one high-five.”

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

4. We Do: Make the Number 1

Time: 7 minutes

Use play dough or craft sticks to make the numeral 1.

1. Show the child how to make a straight line.
2. Add a small slanted line at the top if desired.
3. Say, “The number 1 can look like a straight line.”
4. Let the child make their own number 1.

Give specific encouragement:

“You made one tall line. That looks like the number 1!”

5. You Do: Number 1 Treasure Hunt

Time: 8 minutes

Invite the child to look around the room or home for things that come in ones.

Possible examples include:

• One door
• One table
• One lamp
• One pet nearby
• One nose
• One sun outside

For each item, ask:

“What did you find? How many are there?”

Allow the child to choose whether to point, say the answer, draw the item, or bring one safe object to a collection spot.

6. You Do: Draw One

Time: 7 minutes

Give the child paper and crayons. Ask them to:

1. Draw one sun, one flower, or one favorite toy.
2. Try to write the number 1 beside the drawing.
3. Tell you about the picture.

Say:

“You drew one thing. Can you point to your number 1?”

Formative Assessment: Quick Checks

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

• Point to the number 1 among two or three numerals.
• Choose one object from a group.
• Show one finger.
• Do one action.
• Tell how many objects are in a group of one.

Summative Assessment: Show Me One

At the end of the lesson, place several objects and number cards nearby. Ask the child to complete these tasks:

1. “Show me the number 1.”
2. “Give me one object.”
3. “Make a group of one.”
4. “Trace or draw the number 1.”
5. “Tell me something that comes in one.”

Celebrate effort and accuracy. A child who completes most tasks with little help is showing a strong beginning understanding of the number 1.

Differentiation and Support

For a Child Who Needs More Support

• Use only one object and one number card at a time.
• Guide the child’s finger while counting.
• Use hand-over-hand support for tracing if needed.
• Repeat the phrase, “One means just one.”
• Practice with familiar objects, such as one favorite toy or one snack.

For a Child Ready for More

• Ask the child to find the number 1 in a book or on a calendar.
• Compare one object with two objects: “Which group has more?”
• Invite the child to write several number 1s.
• Ask the child to create a picture using exactly one item of each chosen color.
• Encourage the child to explain why a group has one object.

Real-World Connection

Point out the number 1 during daily routines:

• “You have one plate.”
• “We are putting on one coat.”
• “You chose one book.”
• “There is one candle on the pretend birthday cake.”

Conclusion: Tell What We Learned

Time: 3 minutes

Review the lesson by asking:

• “What number did we learn?”
• “What does one mean?”
• “Can you show me one finger?”
• “Can you find one thing in the room?”

Finish with the chant:

“One means one, that’s easy to see! One finger, one toy, one happy me!”

Give the child a high-five and say:

“Today you found, counted, made, and wrote the number 1!”