All About the Number 1

Materials Needed

• Large paper or a whiteboard
• Marker or crayon
• One small toy, block, or stuffed animal
• Several small objects, such as buttons, blocks, or crackers
• Paper and crayons
• Optional: music for a movement game

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 accurately.
• Trace or make a simple numeral 1.
• Show one object when asked.

Success Criteria

“I can…”

• Find the number 1.
• Give you one object.
• Count one thing: “One!”
• Try to draw or trace a 1.

Introduction: Meet Number 1

Time: 5 minutes

Hold up one favorite toy or stuffed animal.

Say: “Look! I have one toy. One means just one. Today we are going to play with the number 1.”

Show the child a large numeral 1.

Say: “This is the number 1. It looks like a straight line. Can you say, ‘One’?”

Quick Question

Ask: “Can you show me one finger?”

Celebrate all attempts: “You showed one finger! One!”

Body of the Lesson

1. I Do: Model the Number 1

Time: 5 minutes

Draw a large 1 slowly.

Say: “I start at the top. I make one straight line down. This is 1.”

Place one block beside the numeral 1.

Say: “The number 1 tells us there is one block.”

Then place two or three blocks beside the numeral.

Say: “These are more than one. Let’s find just one.”

Movement Connection

Do one action at a time:

• One clap
• One jump
• One spin
• One tap on the table

Say: “We did one clap. One means one time.”

2. We Do: Find One

Time: 8 minutes

Place several groups of objects in front of the child. Make groups containing one, two, and three objects.

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

Let the child point to or pick up the group with one object. Count together:

Say: “One. There is one.”

Repeat with different objects.

Think-and-Choose Game

Give the child two choices:

• “Which plate has one cracker?”
• “Which cup has one block?”
• “Which group has one toy?”

After each answer, ask the child to touch the object and say, “One.”

Quick Check

Hold up a small group of objects and ask:

“Can you give me one?”

If the child gives too many, gently respond:

“Let’s try again. We need just one. Touch one and give me that one.”

3. We Do: Number 1 Song

Time: 5 minutes

Sing to any simple tune:

“One little finger, tap, tap, tap.
One little finger, clap, clap, clap.
One big smile and one big cheer.
Number 1 is special here!”

Have the child use one finger to tap, clap once, and give one big smile.

4. You Do: Number 1 Treasure Hunt

Time: 8 minutes

Invite the child to find objects around the home.

Instructions:

1. Find one soft thing.
2. Find one blue thing or another chosen color.
3. Find one toy.
4. Bring back one item at a time.

Each time the child returns, ask:

“How many did you bring?”

Help the child answer:

“One! You brought one thing.”

Choice: The child may search for household objects, toys, books, or safe nature items outdoors.

5. You Do: Make the Number 1

Time: 8 minutes

Give the child paper and a crayon.

First, let the child trace a large numeral 1. Then invite the child to make a 1 independently.

Say: “Start at the top and draw one line down.”

Ask the child to draw one object next to the number 1, such as one sun, one flower, or one balloon.

Say: “You made the number 1 and drew one picture!”

Real-World Connection

Point out examples during the day:

• “You have one nose.”
• “You are wearing one hat.”
• “Let’s take one bite.”
• “Please bring me one book.”

Keep the examples playful and natural. Do not expect the child to answer every time.

Assessment

Formative Assessment

Observe whether the child can:

• Point to the numeral 1.
• Say “one.”
• Show one finger.
• Choose one object from a group.
• Follow the simple steps for drawing 1.

Summative Demonstration

Ask the child to complete these three tasks:

1. “Point to the number 1.”
2. “Give me one block.”
3. “Draw or trace a 1.”

Success means the child completes most tasks with little or no help. At age four, effort and understanding are more important than perfect handwriting.

Differentiation and Support

For a Child Who Needs More Support

• Use only groups of one and two objects.
• Give hand-over-hand help for tracing.
• Use large objects that are easy to see and touch.
• Repeat the words: “One means just one.”
• Practice for short periods with movement breaks.

For a Child Ready for More

• Ask the child to find the numeral 1 among other numerals.
• Invite the child to make a group of one object.
• Ask, “What things in our home come in ones?”
• Introduce the word “zero” by comparing “one toy” and “no toys.”
• Have the child write the number 1 in sand, flour, or modeling dough.

Conclusion: Tell What We Learned

Time: 3 minutes

Hold up the numeral 1 again.

Say: “Today we learned about number 1. Number 1 means one thing. We found one object, moved one time, and practiced making a 1.”

Ask the child:

• “What number is this?”
• “Can you show me one finger?”
• “Can you give me one high-five?”

Finish with one high-five and specific praise:

Say: “You worked hard learning number 1. You found one, counted one, and made one!”

Optional Follow-Up Activities

• Place one sticker on a paper labeled 1.
• Read a counting book and look for pages showing one object.
• Put one toy in each of several boxes.
• Make the number 1 with blocks, craft sticks, or modeling dough.
• Practice finding the number 1 on a calendar, book, or clock.