All About the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon or marker
• One small toy or object, such as a block, spoon, or stuffed animal
• Several small objects, such as buttons, blocks, or toy animals
• Paper and crayons
• Optional: music for a movement activity

Learning Objectives

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

• Recognize the numeral 1.
• Count one object.
• Show one object when asked.
• Trace or draw the numeral 1.
• Connect the number 1 to real-life examples.

Success Criteria

“I can…”

• Point to the number 1.
• Give you one object.
• Say, “One!” when I see one object.
• Try to write or trace 1.

Introduction: One Special Thing

Time: 5 minutes

Place one special object in front of the child. Say:

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

Invite the child to look around and find one thing nearby. It might be one chair, one cup, or one shoe.

Ask:

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

Tell the child: “Today we will learn to find, count, say, and make the number 1.”

Body of the Lesson

Part 1: I Do — Meet the Number 1

Time: 5 minutes

Draw a large numeral 1. Point to it and say:

“This is the number 1. It means one.”

Model counting one object:

1. Place one block on the table.
2. Touch the block.
3. Say slowly, “One.”
4. Show one finger.

Trace the numeral 1 in the air with your finger while saying:

“Start at the top, go down. That makes 1.”

Quick check: Hold up the numeral 1 and ask, “What number is this?” If needed, say, “This is 1. Can you say 1?”

Part 2: We Do — Find One

Time: 8 minutes

Place several groups of objects on the table. Make some groups contain one object and others contain two or more objects.

Say:

“Let’s look for a group with one object. Touch each group and count with me.”

Count together. When the child finds one object, celebrate:

“Yes! You found one. One means just one.”

Repeat with different objects. Let the child choose which objects to count.

Think-and-talk questions:

• “Which group has one?”
• “Which group has more than one?”
• “Can you give me one block?”
• “Can you give your stuffed animal one hug?”

Part 3: Movement Game — Show Me One

Time: 5 minutes

Say an action and a number. The child performs the action once.

• “Clap one time.”
• “Jump one time.”
• “Spin one time.”
• “Tap your head one time.”
• “Stomp one time.”

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

Safety note: Make sure the child has a clear space for movement.

Part 4: We Do — Make the Number 1

Time: 7 minutes

Draw a large dotted numeral 1. Trace it slowly while saying:

“Start at the top. Go straight down.”

Invite the child to trace the numeral with:

• A finger
• A crayon
• A finger in the air
• A finger on the table

Make it playful by saying:

“Let’s make a number 1 like a tall stick!”

Do not worry about perfect writing. Praise effort:

“You started at the top and made a line. You are practicing 1!”

Part 5: You Do — My Number 1 Picture

Time: 10 minutes

Give the child paper and crayons. Ask the child to:

1. Draw or trace the numeral 1.
2. Draw one favorite thing next to it.
3. Tell you what the picture shows.

Possible ideas include one sun, one flower, one pet, or one ice cream cone.

Ask:

• “What did you draw?”
• “How many did you draw?”
• “Can you point to your number 1?”

Real-World Connection

Time: 5 minutes

Go on a short “One Hunt” around the home. Look for examples of one:

• One front door
• One refrigerator
• One pet
• One favorite cup
• One pillow

Let the child choose one item to show you. Say:

“We use numbers every day. The number 1 helps us talk about one thing.”

Formative Assessment: Quick Checks

Use these checks during the lesson:

• Show the child the numeral 1 and ask, “What number is this?”
• Place one object nearby and ask, “How many?”
• Ask the child to give you one object.
• Ask the child to show one finger.
• Ask the child to trace or draw 1.

Record success with a simple checkmark or note. Remember that pointing, speaking, moving, or drawing can all show understanding.

Summative Assessment: Number 1 Challenge

Ask the child to complete these four challenges:

1. Point to the numeral 1.
2. Count one object.
3. Give you one object.
4. Trace or draw the numeral 1.

Ready-to-move-on benchmark: The child completes at least three challenges with little or no help.

Differentiation and Choice

For a Child Who Needs More Support

• Use only one object at a time.
• Hold the child’s hand gently while tracing, if the child welcomes help.
• Use large objects and a large numeral.
• Repeat the words, “One means just one.”
• Allow pointing instead of speaking.

For a Child Ready for More

• Ask the child to find the numeral 1 in a book or on a calendar.
• Ask the child to make groups with one object.
• Invite the child to compare one object with a group of two or three.
• Ask the child to write 1 independently.
• Have the child teach a toy or family member what 1 means.

Choice of Learning Style

• Hands-on: Count blocks, toys, or kitchen items.
• Movement: Clap, jump, or stomp one time.
• Creative: Draw one favorite thing.
• Digital: Use a simple number-tracing or counting activity, with an adult nearby.
• Verbal: Tell a short story about one character or one animal.

Conclusion: Tell What We Learned

Time: 3 minutes

Hold up the numeral 1 and review:

• “This is the number 1.”
• “One means just one.”
• “We can show one with one finger.”
• “We can count one object.”
• “We can draw the number 1.”

Ask the child to finish these sentences:

• “The number we learned today is ___.”
• “One means ___.”
• “I can find one ___.”

End with encouragement:

“You found, counted, moved, and drew the number 1. Great number work!”

Optional Follow-Up

During the day, invite the child to find one item during everyday activities. For example:

• Put one napkin on the table.
• Choose one bedtime story.
• Find one red toy.
• Place one sock in a drawer.