All About the Number 1

Materials Needed

• One large piece of paper or a whiteboard
• Crayon or washable marker
• Small objects such as blocks, buttons, toy animals, or socks
• Number cards or a piece of paper with the number 1
• Play dough or modeling clay
• One snack item, such as a cracker or piece of fruit
• Optional: music for a movement activity

Learning Objectives

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

• Recognize the number 1.
• Say the number word “one.”
• Count one object.
• Show one object when asked.
• Trace or make the shape of the number 1.

Success Criteria

I can:

• Point to the number 1.
• Give you one object.
• Say, “This is one.”
• Make a number 1 with a crayon, finger, or play dough.

Introduction: The Number 1 Hunt

Hook: Hold up one finger and say, “Look! I have one finger up. Can you show me one finger?”

Invite the child to look around the room and find something that comes alone, such as one chair, one lamp, or one stuffed animal.

Say:

“Today we are learning about the number 1. One means there is just one.”

Show the number card and say, “This is the number 1. It tells us about one thing.”

Body of the Lesson

Part 1: I Do — Learn About One

Place one toy animal or block in front of the child.

Point to it and slowly say:

“I see one block. Let’s count it: one.”

Hold up one finger as you say “one.” Show the number card beside the object.

Explain in simple language:

“The number 1 means one thing. It can be one toy, one cup, or one finger.”

Part 2: We Do — Find One

Place several groups of objects on the floor or table. For example, make a group with one block, a group with two blocks, and a group with three blocks.

Ask:

• “Which group has one block?”
• “Can you touch the group with one?”
• “Can you count the one block?”

Count together. Emphasize that the group with only one object is the group that shows the number 1.

Think, Move, and Share

1. Ask the child to think of one thing they like.
2. Have the child find or point to one example.
3. Invite the child to say, “I found one ___.”

Examples might include one shoe, one book, or one teddy bear.

Part 3: You Do — Make One

Activity A: One-Object Challenge

Give the child a collection of small objects. Ask the child to choose exactly one object and place it in a bowl or on a piece of paper.

Say:

“Please put one block in the bowl.”

Repeat with different objects, such as one button, one toy, or one sock. After each turn, ask, “How many did you put in?” Encourage the child to answer, “One.”

Activity B: Make the Number 1

Model how to make the number 1:

1. Start at the top.
2. Draw a straight line down.
3. Add a small line at the bottom if desired.

Let the child practice in several ways:

• Trace a large number 1 with a crayon.
• Draw a 1 in the air with a finger.
• Build a 1 with play dough.
• Walk along a large number 1 drawn on the floor.

Activity C: One-Movement Song

Sing or chant the following while moving:

“One finger up, one finger down,
One little jump, then touch the ground!
One big clap, one big cheer—
The number 1 is here!”

Invite the child to choose one movement to add, such as one spin, one stomp, or one wave.

Part 4: Real-World Connection — One Snack

Give the child one snack item. Ask:

• “How many snacks do you have?”
• “Can you show me one snack?”
• “What number tells us about your snack?”

Say, “You have one snack. One means just one.”

Quick Checks for Understanding

Use these short questions throughout the lesson:

• “Which number is this?” Show the number 1.
• “Can you hold up one finger?”
• “Give me one block.”
• “How many toys are in this group?” Show one toy.
• “Can you find one thing in the room?”

Give specific encouragement, such as:

“You gave me one block. You counted carefully!”

Choice Activity

Let the child choose one activity:

• Draw one favorite toy.
• Build one tower with blocks.
• Make one animal with play dough.
• Find one book and look at its cover.
• Make a number 1 using household objects.

Assessment

Formative Assessment

Observe whether the child can:

• Point to the number 1.
• Count one object correctly.
• Select one object from a group.
• Use the word “one.”

Summative Demonstration

Ask the child to complete these four tasks:

1. Point to the number 1.
2. Show one finger.
3. Give you one object.
4. Draw or build the number 1.

The child is successful when they complete at least three of the four tasks with little or no help.

Differentiation and Support

For Extra Support

• Use only one object at a time.
• Guide the child’s hand while counting.
• Repeat the words “one” and “number 1” often.
• Use large objects and a large number card.
• Allow pointing, showing, or acting instead of speaking.

For an Extra Challenge

• Ask the child to find five different examples of one.
• Invite the child to compare one object with a group of two or three.
• Ask the child to draw one object beside the number 1.
• Look for the number 1 in a book, calendar, clock, or food package.

Conclusion: Tell What We Learned

Gather the materials and review the lesson together.

Ask the child:

• “What number did we learn today?”
• “What does the number 1 mean?”
• “Can you show me one finger?”
• “Can you find one thing nearby?”

Finish by saying:

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

Optional Follow-Up

During the day, look for examples of one. Ask the child to identify one spoon, one shoe, one flower, or one toy. Celebrate each discovery by saying, “You found one!”