All About the Number 1

Materials Needed

• One large paper or cardboard number 1
• Small objects to count, such as blocks, buttons, or toy animals
• Paper
• Crayons or washable markers
• Play dough
• One small sticker or stamp
• A children’s book about counting or numbers

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.
• Make or trace the shape of the number 1.
• Find examples of “one” in everyday life.

Success Criteria

Success looks like this:

• “I can point to the number 1.”
• “I can show one object.”
• “I can say one.”
• “I can make a number 1 with my finger, crayon, or play dough.”

Introduction: One Special Thing

Time: 5 minutes

Show the child one favorite toy or one interesting object.

Say:

“Look! I have one toy. One means just this much: 1.”

Ask:

• “How many toys do I have?”
• “Can you hold up one finger?”
• “Can you find one thing near you?”

Tell the child:

“Today we will learn about the number 1. We will find it, count it, build it, and draw it.”

Body of the Lesson

Part 1: I Do — Meet the Number 1

Time: 5 minutes

Show the large numeral 1.

Say:

“This is the number 1. We say, ‘one.’ The number 1 tells us that there is one thing.”

Use one object as you speak:

“One block. I see one block.”

Trace the number 1 in the air with your finger. Say:

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

Invite the child to watch, then copy you in the air.

Quick Check

Place the numeral 1 beside another numeral or a simple shape. Ask:

“Which one is the number 1?”

Part 2: We Do — Count One Object

Time: 5–7 minutes

Place several objects in front of the child. Slowly choose one object and move it to a clear space.

Say:

“I will take one block. Let’s count it together: one.”

Repeat with different objects:

• One toy animal
• One crayon
• One spoon
• One sock

Have the child choose one object each time. Help the child touch or move the object while saying, “One.”

Think-and-Talk Questions

• “Can you show me one block?”
• “Do we have one toy or many toys?”
• “What is one thing you like?”

Part 3: We Do — Number 1 Movement Game

Time: 5 minutes

Explain:

“When I say ‘one,’ do one movement. When I say ‘stop,’ freeze.”

Try these actions:

• One jump
• One clap
• One stomp
• One twirl
• One big stretch

After each movement, ask:

“How many did we do?”

Expected answer: “One!”

For a quieter activity, tap one time on a table or drum and have the child copy the sound.

Part 4: I Do — How to Make the Number 1

Time: 5 minutes

Model making the number 1 using a finger in the air, a crayon on paper, or play dough.

Use simple directions:

1. “Start at the top.”
2. “Go straight down.”
3. “Stop at the bottom.”

Say:

“A number 1 can look like a straight line.”

Part 5: You Do — Make a Number 1

Time: 10 minutes

Let the child choose one way to make the number 1:

• Trace a large number 1 with a crayon.
• Draw a number 1 on paper.
• Build a number 1 with play dough.
• Make a number 1 using blocks or craft sticks.
• Trace the number 1 with a finger in sand, rice, or flour.

Give specific encouragement:

• “You started at the top.”
• “You made one long line.”
• “You are making the shape of 1.”

Do not worry about perfect handwriting. Celebrate trying and recognizing the numeral.

Part 6: One-Thing Treasure Hunt

Time: 5–10 minutes

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

Possible examples include:

• One front door
• One refrigerator
• One nose
• One moon in a picture or book
• One favorite stuffed animal

Each time the child finds something, say:

“You found one ______.”

Let the child choose one item to draw. Add one sticker to the drawing.

Formative Assessment

Check understanding during the activities by asking the child to:

• Point to the numeral 1.
• Hold up one finger.
• Give you one object.
• Count one object by saying “one.”
• Choose which group shows one object.

If the child gives more than one object, gently say:

“Let’s try again. We need just one. Take one.”

Summative Assessment: Show What You Know

Ask the child to complete these four tasks:

1. Point to the number 1.
2. Give you one object.
3. Say the word “one.”
4. Make a number 1 using a crayon, finger, or play dough.

The child meets the lesson goal when they complete most tasks with little or no help.

Differentiation and Support

For a Child Who Needs More Support

• Use only two choices at a time: “Which is 1?”
• Use large objects that are easy to touch and move.
• Guide the child’s hand while tracing the number.
• Repeat the same words: “One means one thing.”
• Keep activities short and include movement breaks.

For a Child Ready for More Challenge

• Find the number 1 in a book, calendar, or sign.
• Sort groups into “one” and “more than one.”
• Ask the child to draw one flower, one animal, or one person.
• Invite the child to make a page showing one object in several different ways.
• Introduce the word “one” in another language spoken by the family.

Conclusion: Tell What We Learned

Time: 5 minutes

Show the number 1 again and review the lesson.

Say:

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

Ask the child:

• “What number did we learn?”
• “Can you show me one finger?”
• “Can you find one thing to hold?”
• “Can you draw or build a number 1?”

End with a cheerful chant:

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

Optional Follow-Up Activities

• Read a counting book and look for pages showing one object.
• Sing a counting song that begins with one.
• Place one item on each plate during snack time.
• Take a picture of one interesting object found during the day.
• Make a “Number 1” page with one drawing and one sticker.