One Is Fun! Learning About the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon or marker
• One small toy, block, or stuffed animal
• Several safe household objects, such as spoons, socks, or blocks
• Paper and crayons
• Optional: number cards or a phone/tablet for 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 “one.”
• Count one object accurately.
• Match the numeral 1 to a group with one object.
• Trace or make 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 the adult one object.
• Show one finger.
• Make or trace a recognizable 1.
• Explain that “one” means just one thing.

Introduction: Hook and Objectives

Time: 5 minutes

Place one favorite toy in front of the child.

Say: “Look! I have one toy. Can you show me one finger?”

Let the child respond. Celebrate all attempts.

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

Quick question: “Can you find one thing near you?”

Body of the Lesson

Part 1: I Do — Meet the Number 1

Time: 5 minutes

1. Draw a large numeral 1 on paper or a whiteboard.
2. Point to it and say, “This is 1. We say one.”
3. Hold up one finger.
4. Place one object beside the numeral 1.

Say: “The number 1 tells us there is one object. One block. One spoon. One sock.”

Trace the numeral 1 slowly while saying:

“Down we go—that makes 1!”

Invite the child to trace the number in the air with one finger.

Quick Check

• “What number is this?”
• “How many fingers am I holding up?”
• “How many toys are here?”

Part 2: We Do — Find One

Time: 7 minutes

Place small groups of objects on the floor or table. Make some groups have one object and others have two or more.

Say: “Let’s find the group with one thing.”

1. Look at each group together.
2. Touch each object as you count.
3. Stop after counting one object.
4. Point to the group with only one object.

Repeat with different objects.

Use simple prompts:

• “Show me one block.”
• “Give me one spoon.”
• “Which group has one?”
• “Is this one or more than one?”

Think-and-Talk Moment

Ask the child to name one thing they like, such as one favorite food, one animal, or one toy.

Say: “You named one favorite thing. One means only one.”

Part 3: We Do — Number 1 Movement Game

Time: 5 minutes

Play a movement game together.

Instructions:

• Clap one time.
• Jump one time.
• Stamp one foot.
• Turn around one time.
• Touch one object.

Before each action, say, “Get ready to do one!”

After each action, ask, “How many did we do?”

Optional chant:

“One little clap, clap! One little jump, jump! One is fun!”

Part 4: You Do — Make the Number 1

Time: 7 minutes

1. Show the child the large numeral 1 again.
2. Trace it together with a finger.
3. Invite the child to trace a dotted 1 or copy it on paper.
4. Let the child decorate the 1 with one sticker, one dot, or one small drawing.

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

Offer choices:

• Trace the number with a crayon.
• Make the number with a finger in the air.
• Build the number with one craft stick or a strip of paper.
• Make the number with play dough.

Feedback

Give specific encouragement:

• “You started at the top.”
• “You made one long line.”
• “You remembered that 1 means one.”

Part 5: Real-Life Practice — One for Me

Time: 5 minutes

Choose a simple real-life task, such as preparing a snack, setting the table, or packing a small bag.

Example: One Snack

1. Ask the child to choose one safe snack item.
2. Have the child place one napkin beside it.
3. Ask the child to show one finger.
4. Count the snack together: “One.”

Say: “You used the number 1 to choose one snack and one napkin.”

Formative Assessment

Check understanding throughout the lesson by asking the child to:

• Point to the numeral 1.
• Show one finger.
• Choose one object from a group.
• Tell whether a group has one object or more than one.
• Trace or copy the numeral 1.

If the child needs help, model the answer and try again with fewer objects.

Summative Assessment: “Show Me One” Challenge

Time: 5 minutes

Give the child five simple challenges:

1. “Point to the number 1.”
2. “Show me one finger.”
3. “Give me one block.”
4. “Find the group with one object.”
5. “Make a number 1.”

Celebrate effort and progress. The child does not need to complete every task perfectly in one lesson.

Differentiation and Support

For a Child Who Needs More Support

• Use only one object at a time.
• Guide the child’s hand while counting or tracing.
• Use large objects and a large numeral.
• Repeat the same language: “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 one object in another room.
• Invite the child to draw one sun, one flower, or one person.
• Ask, “What happens if we add one more?”
• Have the child make a collection of one item in several different ways.
• Look for the numeral 1 in a book, calendar, or clock.

Conclusion: Closure and Recap

Time: 3 minutes

Hold up the numeral 1 and ask:

• “What number is this?”
• “What does one mean?”
• “Can you show me one finger?”
• “What is one thing you did today?”

Recap together:

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

End with one clap and say, “Hooray for number 1!”

Optional Follow-Up Activities

• Go on a “one hunt” and find one shoe, one door, one clock, or one plant.
• Read a counting book and pause whenever you see one object.
• Make a one-item collage using one leaf, one sticker, or one paper shape.
• Sing a counting song and stop at one.
• At bedtime, ask the child to name one happy thing from the day.