Fun with 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, blocks, or toy animals
• Paper and stickers, optional
• Music for a short movement activity, optional

Learning Objectives

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

• Recognize the numeral 1.
• Count one object using the words “one” and “1.”
• Show one object when asked.
• Trace or attempt to write the numeral 1.
• Find examples of “one” in everyday life.

Success Criteria

“I know I am successful when I can point to 1, count one object, show one object, and try to write 1.”

Introduction: The Number 1

Hook: Hold up one favorite toy and say, “Look! I have one toy. One means just one.”

Invite the child to look around and find something that comes alone, such as one nose, one sun in a drawing, or one favorite toy.

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

Body

1. I Do: See and Hear One

Place one object on the table. Touch it once and say slowly:

“One. I see one block.”

Show the numeral 1 on paper or a whiteboard. Explain:

“This is the number 1. The number 1 tells us there is one thing.”

Model counting carefully:

1. Point to the object.
2. Say “one.”
3. Stop counting because there is only one object.

Quick check: Ask, “How many blocks do you see?” Help the child answer, “One.”

2. We Do: Find One

Place groups of objects on the table: one block, two buttons, and three toy animals.

Say, “Let’s find the group with one thing.” Point to each group and count together.

Invite the child to touch the group with one object. Celebrate with specific feedback:

“You found one block! You counted carefully.”

Repeat with different objects. Ask:

• “Can you give me one button?”
• “Can you place one toy on the paper?”
• “Which group has one?”

3. We Do: Number 1 Movement Game

Play a short movement game. Give one-step directions:

• Take one jump.
• Clap one time.
• Touch one knee.
• Spin one time with help if needed.
• Give one high-five.

After each action, say, “You did it one time!” This connects the number 1 to movement and listening.

4. You Do: Number 1 Hunt

Invite the child to look around the room or home for examples of one. The child may choose one of these options:

• Find one object.
• Find the numeral 1 in a book, calendar, or puzzle.
• Draw one item.
• Take a picture of one object with adult help.

Each time the child finds something, ask, “What did you find? How many are there?” Encourage the answer, “One.”

5. You Do: Make the Number 1

Show the child how to make the numeral 1:

1. Start at the top.
2. Move the crayon straight down.
3. Make a small line at the bottom if desired.

Say, “Down we go: 1!”

Let the child choose one way to practice:

• Trace a large numeral 1.
• Draw a numeral 1 in the air.
• Make a numeral 1 with a finger in sand, flour, or shaving foam.
• Build a numeral 1 with a block or craft stick.
• Decorate one large numeral 1 with stickers.

Do not worry about perfect handwriting. Praise effort and direction:

“You started at the top and moved down. That looks like a 1!”

Real-World Connection

Talk about things that often come as one:

• One sun
• One moon in the sky at a time
• One nose
• One family pet, if applicable
• One birthday cake
• One favorite toy

Ask, “What is one thing you would take on a picnic?” Let the child choose and explain.

Formative Assessment

During the lesson, observe whether the child can:

• Point to the numeral 1 when shown several numerals.
• Give one object when asked.
• Count one object without adding extra counting words.
• Follow a direction one time.
• Attempt to form the numeral 1.

If the child is unsure, use fewer objects, model again, and offer choices: “Is this one or two?”

Summative Activity: Show Me One

Place several objects nearby and ask the child to complete these tasks:

1. Point to the numeral 1.
2. Give you one object.
3. Put one object in a cup.
4. Show one finger.
5. Make or trace the numeral 1.

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

Differentiation and Choice

For Extra Support

• Use only one object at a time.
• Use hand-over-hand guidance when appropriate.
• Repeat the phrase, “One means just one.”
• Let the child point, touch, or show one finger instead of answering aloud.
• Practice for short periods with movement breaks.

For More Challenge

• Ask the child to find the numeral 1 in different places.
• Invite the child to draw one object beside the numeral 1.
• Ask, “What happens if I add one more?”
• Have the child sort groups into “one” and “more than one.”
• Invite the child to teach a toy how to count one.

Conclusion and Recap

Hold up the numeral 1 and ask:

• “What number is this?”
• “How many objects does 1 mean?”
• “Can you show me one finger?”
• “What is one thing you found today?”

End with a simple chant:

“One means one, that’s what we know! One little number, down we go!”

Tell the child: “Today we learned that the numeral 1 means one thing. We found one, moved one time, and made the number 1.”

Optional Follow-Up

During the day, invite the child to notice one thing at a time. For example, ask, “Can you bring me one sock?” or “Can you find one red object?” Keep the practice playful and brief.