All About the Number 1

Materials Needed

• One large piece of paper or a whiteboard
• Crayons or washable markers
• Small objects to count, such as blocks, buttons, toy animals, or spoons
• Number cards or a homemade card with the numeral 1
• Play dough or modeling clay
• One favorite toy or stuffed animal
• Optional: music for a movement game

Learning Objectives

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

• Recognize the numeral 1.
• Count one object accurately.
• Match the numeral 1 to a group containing one object.
• Trace or make the shape of the numeral 1.
• Identify examples of “one” in everyday life.

Success Criteria

Success looks like this:

• “I can point to the number 1.”
• “I can show one object.”
• “I can say, ‘One!’ when I count one thing.”
• “I can make a number 1 with my finger, crayon, or play dough.”

Introduction: Meet One

Hook: Hold up one favorite toy and ask, “How many toys do I have?” Let the child answer or help them say, “One!”

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

Show the number card. Trace the numeral 1 in the air with your finger while saying:

“Down we go. That is 1!”

Body of the Lesson

1. I Do: Teacher or Adult Demonstration

Place several objects on the table. Slowly move one object forward.

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

Point to the numeral card and say: “This is the number 1. It tells us that we have one block.”

Model a few examples:

• One spoon
• One toy animal
• One crayon
• One clap

Quick check: Hold up one object and ask, “How many?” Then hold up two objects and ask, “Is this one?” Encourage the child to explain: “No, that is two.”

2. We Do: Find One

Place groups of objects on the table. Some groups should have one object, and others should have two or three.

Invite the child to find the group with just one object. Count together by touching the object:

“One.”

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

Think and talk:

• “Which group has one?”
• “Can you give me one block?”
• “Can you show me one finger?”
• “Can you find one toy in the room?”

3. Movement Game: One-Step Number 1

Ask the child to follow one-step directions. Give one direction at a time:

• “Take one jump.”
• “Clap one time.”
• “Touch one chair.”
• “Give your stuffed animal one hug.”
• “Take one big breath.”

After each action, ask, “How many did you do?” Help the child answer, “One.”

4. We Do: Make the Number 1

Draw a large numeral 1 on paper. Trace it while saying:

“Start at the top and go straight down.”

Invite the child to trace the number with:

• A finger
• A crayon or marker
• A toy car
• A finger dipped lightly in water

Give specific encouragement, such as, “You started at the top,” or “You made a long straight line.”

5. You Do: Number 1 Creation

Invite the child to make a number 1 using play dough. The child may roll one long piece and shape it like the numeral 1.

Then ask the child to create a picture showing one thing. Possible choices include:

• One sun
• One flower
• One balloon
• One pet
• One favorite food

Ask the child to point to the picture and say, “I made one ____.”

Real-World Connection: One in Our Day

Look around the home together and find examples of one. The child may find:

• One front door
• One television remote
• One pet
• One pillow
• One nose
• One favorite cup

Let the child choose one object to show someone else or place beside the number card.

Formative Assessment

During the lesson, check understanding by asking the child to:

• Point to the numeral 1.
• Give you one object.
• Choose which group has one object.
• Show one finger.
• Make one clap or one jump.

If the child gives too many objects, gently say, “Let’s try again. We need just one. Touch one object and give me that one.”

Summative Activity: The Number 1 Challenge

Ask the child to complete these five tasks:

1. Point to the number 1.
2. Count one toy.
3. Give you one crayon.
4. Trace or make a number 1.
5. Find one object in the room.

Celebrate effort and correct understanding. The child does not need to form a perfect numeral yet; recognizing one object and understanding the idea of “one” are the main goals.

Differentiation and Choice

For Extra Support

• Use only groups of one and two objects.
• Count slowly while touching the object.
• Use hand-over-hand support for tracing if needed.
• Repeat the same activities on another day.
• Use simple phrases: “One means just one.”

For a Challenge

• Ask the child to find three different examples of one.
• Mix number cards and ask the child to find 1.
• Ask, “What happens if we add one more?”
• Invite the child to draw one object beside the numeral 1.
• Have the child teach a stuffed animal how to find one.

Conclusion and Recap

Hold up the numeral card and ask:

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

Finish with the chant:

“One is fun! One, one, one—just one thing!”

Invite the child to choose one favorite activity from the lesson to repeat before finishing.

Optional Follow-Up

Throughout the day, point out natural examples of one: one snack, one bath, one bedtime story, or one book. Ask, “How many?” and encourage the child to answer, “One!”