Number 1: One Super Star!

Materials Needed

• One large paper or cardboard “1”
• Paper and crayons or washable markers
• Small safe objects, such as blocks, toy animals, or buttons
• One small basket or bowl
• Play dough or modeling clay
• 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 that 1 means “one.”
• Count one object correctly.
• Trace or make the shape of the numeral 1.
• Find examples of one item in everyday life.

Success Criteria

“I can show one, say one, and make the number 1.”

Introduction: The One-Item Hunt

Time: 5 minutes

Show the child one favorite toy or object.

Say: “Look! I have one toy. One means just one. Can you hold up one finger?”

Invite the child to look around the room and find one item. Examples might include one lamp, one pillow, or one shoe.

Ask:

• “How many toys am I holding?”
• “Can you show me one finger?”
• “Can you find one blue thing?”

Tell the child: “Today we will learn about the number 1. We will count one thing, find the number 1, and make a number 1.”

Body of the Lesson

1. I Do: Meet the Number 1

Time: 5 minutes

Show the large numeral 1.

Say: “This is the number 1. We call it one.” Trace the number slowly with your finger while saying:

“Down we go. This is number 1.”

Place one object beside the numeral.

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

Model counting slowly: “One.” Avoid counting beyond one during this part.

2. We Do: One or More?

Time: 7 minutes

Place one object in the basket. Ask the child to count it with you: “One.”

Repeat with different objects, such as one block, one toy animal, and one crayon.

Then place two or three objects in the basket. Ask:

• “Is this one?”
• “What do we need to do to have one?”

Let the child remove objects until only one remains.

Think-Pair-Share option: If another person is available, the child can tell the person, “I found one!” If working alone, the child can tell a stuffed animal or puppet.

3. Movement Game: One-Step Statues

Time: 5 minutes

Play music or clap a steady beat. When the music stops, give the child one simple action to do:

• Take one big step.
• Do one jump.
• Clap one time.
• Touch one toe.
• Give one wave.

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

4. We Do: Make the Number 1

Time: 7 minutes

Use play dough to make one long snake. Help the child bend or place it to form the numeral 1.

Trace the numeral in the air together. Say:

“Start at the top. Go straight down. Number 1!”

Next, let the child trace the paper numeral with a finger, crayon, or marker.

Offer encouragement such as: “You started at the top,” or “You made a long straight line.”

5. You Do: Number 1 Creation

Time: 10 minutes

Invite the child to choose one of the following activities:

Choice A: One-Shape Picture

The child draws one large number 1 and decorates it with one star, one heart, or one sticker.

Choice B: One-Object Collage

The child chooses one item to draw, such as one sun, one tree, or one balloon. The child may add colors and details, but the picture must show one main object.

Choice C: Build a Number 1

The child uses blocks, craft sticks, or play dough to build the numeral 1.

Choice D: Number 1 Treasure Basket

The child walks around the room and places one safe item in the basket. The child says, “I found one ___.”

Quick Checks for Understanding

Ask the child to:

1. Point to the number 1.
2. Hold up one finger.
3. Give you one object.
4. Count one object.
5. Show which group has one object.

If the child makes a mistake, say: “Let’s try together. We only need one. Touch it and say, ‘one.’”

Real-World Connection

Look for the number 1 during the day. You might find it on a clock, a book page, a house number, a calendar, or a remote control.

Use natural moments to practice:

• “Please bring me one sock.”
• “Let’s put one spoon on the table.”
• “You may choose one snack.”
• “How many noses do you have?”

Conclusion: Tell What We Learned

Time: 5 minutes

Show the numeral 1 again and ask the child to explain what it means.

Say together:

“The number 1 means one. One is just one. I can show one, count one, and make number 1.”

Invite the child to demonstrate one final time:

• Show one finger.
• Pick up one object.
• Point to the numeral 1.

Celebrate with one clap, one high-five, or one special cheer.

Assessment

Formative Assessment

• Observe whether the child recognizes the numeral 1.
• Listen for the child saying “one” while counting a single object.
• Check whether the child can distinguish one object from a group of objects.
• Notice how the child traces or builds the numeral.

Summative Demonstration

Ask the child to complete this short challenge:

“Show me the number 1, give me one object, and tell me how many you gave me.”

The child demonstrates success by correctly identifying the numeral, presenting one object, and saying “one.”

Differentiation and Support

For a Child Who Needs More Support

• Use large objects that are easy to see and touch.
• Guide the child’s hand while tracing the numeral.
• Practice with only one object at a time.
• Repeat the phrase: “One means just one.”
• Use finger movements and songs to reinforce the idea.

For a Child Ready for More

• Ask the child to find the numeral 1 in a book or around the house.
• Invite the child to compare one object with two objects.
• Ask the child to draw a picture with one main object and explain it.
• Practice writing the numeral 1 independently.
• Look for the number 1 in a calendar, clock, or page number.

Optional Follow-Up Activity

Create a “Number 1” page for a learning notebook. The child can trace one large numeral 1, draw one favorite object, and paste or place one sticker on the page.