All About the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon or washable marker
• One small toy, block, or stuffed animal
• Several small objects, such as buttons, pom-poms, or blocks
• Number cards or a paper card with the numeral 1
• Play dough or modeling clay
• Optional: music for a short movement activity

Learning Objectives

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

• Recognize the numeral 1.
• Count one object correctly.
• Show one object when asked.
• Trace or make the numeral 1.
• Explain that “one” means a single thing.

Success Criteria

The child is successful when they can:

• Point to the number 1.
• Give the adult one object.
• Count “one” while touching one object.
• Make a number 1 with a crayon, finger, or play dough.

Introduction: One Special Thing

Hook: Hold up one favorite toy and say, “Look! I have one toy. Can you hold up one finger?”

Invite the child to look around and find one thing nearby. Ask:

• “Can you find one book?”
• “Can you show me one finger?”
• “Do you have one nose? Let’s check!”

Tell the child: “Today we will learn about the number 1. One means just one thing.”

Body of the Lesson

I Do: Watch Me

1. Show the child the number card with 1.
2. Say, “This is the number 1. We say one.”
3. Place one toy on the table.
4. Touch the toy and count slowly: “One.”
5. Show several objects. Move all but one away and say, “Now there is one.”
6. Model writing the numeral: “Start at the top, go down, and make a little line.”

Quick check: Ask, “Which card shows 1?” If no number cards are available, draw a 1 and a simple different shape. Invite the child to point to the 1.

We Do: Learn Together

Activity 1: Give Me One

1. Place several objects in front of the child.
2. Say, “Please give me one block.”
3. Count the block together: “One.”
4. Repeat with different objects, such as one crayon or one pom-pom.
5. Let the child ask the adult for one object.

Think and talk: Ask, “How many did you give me?” Encourage the child to answer, “One.”

Activity 2: Number 1 Movement Game

Give simple directions. The child should do each action one time:

• Clap one time.
• Jump one time.
• Spin one time.
• Tap the table one time.

Say, “We did each action one time. One means not two, not three—just one.”

Activity 3: Make One

Invite the child to make the number 1 in one of these ways:

• Trace a large 1 with a finger.
• Draw a 1 with a crayon.
• Build a 1 using play dough.
• Make a 1 using blocks or craft sticks.

Say, “You made the number 1!” Give specific feedback, such as, “You started at the top and moved down.”

You Do: Show What You Know

Choice Activity

Let the child choose one activity:

• One-Object Hunt: Find five things around the room, showing one item at a time.
• One Snack Plate: Put one safe snack item on a plate and count it.
• Number 1 Art: Decorate a large paper number 1 with one sticker, one crayon color, or one small drawing.
• Stuffed Animal Helper: Give one toy animal one pretend item, such as one cup or one blanket.

Clear instructions: “Choose one activity. Make sure you show one object or one mark. When you finish, tell me, ‘I made one.’”

Formative Assessment

Check understanding during the lesson by asking the child to:

• Point to the numeral 1.
• Show one finger.
• Give the adult one object.
• Count one object.
• Find one item in the room.

If the child gives more than one object, gently say, “Let’s count. One, two. I need just one. Can you take one away?”

Summative Assessment: The Number 1 Challenge

Invite the child to complete these five tasks:

1. Point to the number 1.
2. Show one finger.
3. Place one object beside the number 1.
4. Count the object by saying, “One.”
5. Trace, draw, or build the number 1.

Celebrate effort and say, “You showed me the number 1 and one object!”

Differentiation and Support

For Extra Support

• Use only one object at first.
• Show the child how to touch the object while counting.
• Use hand-over-hand guidance for tracing if needed.
• Repeat the phrase, “One means just one.”
• Allow pointing, showing, or speaking as answers.

For an Extra Challenge

• Ask the child to find one object in several different rooms.
• Compare one object with two or three objects.
• Ask, “What happens if we add one more?”
• Invite the child to draw one sun, one flower, or one person.
• Look for the number 1 in a book, calendar, or clock.

Conclusion: Tell Me About One

Hold up the number card again and ask:

• “What number is this?”
• “What does one mean?”
• “Can you show me one finger?”
• “What is one thing you found today?”

Finish with a short chant:

“One little finger, hold it high.
One little sun shines in the sky.
One means one—now we know!
Number 1 is ready to show!”

Optional Follow-Up

During the day, look for natural examples of one: one spoon, one shoe, one pet, one door, or one book. Each time, invite the child to say, “That is one.”