Fun with the Number 1

Materials Needed

• Large paper or a small whiteboard
• Crayon or washable marker
• One small toy or stuffed animal
• Several safe household objects, such as blocks, spoons, or socks
• Paper and stickers, or dot markers
• Optional: a short counting song or number song

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 draw the numeral 1.
• Find examples of “one” in everyday life.

Success Criteria

I can:

• Point to the number 1.
• Show one object when asked.
• Say, “This is one.”
• Make a number 1 using a finger, crayon, or object.

Introduction: Meet the Number 1

Hook: Hold up one finger and ask, “How many fingers am I holding up?”

Say: “Today we are learning about the number 1. The number 1 tells us there is just one thing.”

Show and say:

• “Here is one toy.”
• “Here is one nose.”
• “Here is one sun in the sky.”

Invite the child to find one body part, such as one nose, one mouth, or one belly button.

Body of the Lesson

I Do: Teacher or Adult Demonstration

Write or display a large 1.

Say: “This is the number 1. It looks like a straight line. Number 1 means one.”

Place several objects in front of the child. Slowly move one object aside and say:

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

Show the numeral 1 next to the single block and say:

“The number 1 matches one block.”

Quick check: Ask, “Can you point to the number 1?”

We Do: Practice Together

Activity 1: Find One

Place groups of objects around the room. Some groups should have one object, and others should have two or more.

Say: “Let’s look for a group with one thing.”

Take turns finding a group with exactly one object. Each time, count aloud together: “One!”

Real-world connection: Look for one door, one table, one pet, or one plant.

Activity 2: One-Finger Counting

Say an action and have the child do it one time:

• “Clap one time.”
• “Jump one time.”
• “Tap the table one time.”
• “Give one big wave.”

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

Activity 3: Think, Choose, and Tell

Show two choices, such as one apple and three blocks. Ask:

“Which group has one thing?”

Let the child point, pick up the correct object, and explain: “It has one.”

You Do: Independent Practice

Activity 4: Make a Number 1

Invite the child to make the number 1 in one or more ways:

• Trace a large number 1 with a finger.
• Draw the number 1 with a crayon.
• Make a number 1 using a toy, straw, or craft stick.
• Put stickers along a large written number 1.
• Paint the number 1 with a finger.

Use simple language: “Start at the top. Make one straight line down.”

Activity 5: One-Object Picture

Ask the child to draw one favorite object, such as one balloon, one flower, or one teddy bear.

Help the child write or trace the number 1 beside the picture.

Ask the child to finish the sentence: “I drew one ______.”

Movement and Song Break

Sing a simple song to the tune of a familiar counting song:

“One little finger, tap, tap, tap.
One little finger, clap, clap, clap.
One little finger, point to the sun.
One little finger—there is one!”

Use one finger for each line and invite the child to copy the movements.

Formative Assessment

Ask these questions throughout the lesson:

• “Which number means one?”
• “Can you give me one block?”
• “How many toys are in your hand?”
• “Can you show me one finger?”
• “Which group has one object?”

Notice whether the child can identify one object without counting extra objects and whether the child recognizes the numeral 1.

Summative Assessment: Number 1 Challenge

Give the child this short challenge:

1. Point to the numeral 1 among two or three different numerals.
2. Choose one object from a small group.
3. Show one finger.
4. Draw or trace the numeral 1.
5. Tell an adult one thing found in the home.

Goal: The child completes at least four of the five tasks with little or no help.

Differentiation and Support

For a Child Who Needs More Support

• Use only two choices at a time: one object and two objects.
• Count slowly while touching the object once.
• Use hand-over-hand guidance to trace the number 1, if welcomed.
• Repeat the phrase, “One means just one.”
• Practice for short periods with movement breaks.

For a Child Ready for More

• Find five different examples of one around the home.
• Compare one object with a group of two or three objects.
• Make a page showing one animal, one shape, and one toy.
• Practice writing the numeral 1 without tracing.
• Ask, “What happens if we add one more?”

Choice and Creativity

Let the child choose one activity to repeat:

• Build one tower.
• Decorate one large number 1.
• Find one item in each room.
• Make a collage with one sticker in each of several boxes.
• Tell a story about one special toy.

Conclusion and Recap

Show the numeral 1 again and say:

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

Ask the child:

• “What number did we learn?”
• “What does 1 mean?”
• “Can you show me one finger?”

Finish by saying: “You found, counted, and made one!”

Optional Follow-Up

During the day, invite the child to notice one thing at a time. Say, “Can you find one?” when looking for a book, sock, spoon, leaf, or toy.