Fun With the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon, pencil, or washable marker
• Number cards or a piece of paper with the number 1
• Small objects, such as blocks, buttons, toy animals, or snacks
• Paper and glue
• 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 number 1.
• Say that 1 means “one.”
• Count one object accurately.
• Trace or copy the number 1.
• Find examples of one item in the world around them.

Success Looks Like

• “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 help or by myself.”

Introduction: Meet Number 1

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

Say: “Today we are going to play with the number 1. The number 1 tells us that there is just one thing.”

Show the number card. Trace it in the air with your finger and say: “This is number 1. It looks like a straight line.”

Think and talk:

• “Can you find one nose?”
• “Can you show me one finger?”
• “Can you name one toy?”

Body of the Lesson

I Do: Show What 1 Means

1. Place one block on the table.
2. Touch the block and say, “One block.”
3. Place a second block beside it and say, “Now there are two blocks. That is not one.”
4. Remove one block and say, “Now there is one block.”

Repeat with different objects. Use clear language:

• “One means just one.”
• “I touch each object one time.”
• “When I stop after one object, I say one.”

Quick check: Place one toy and three toys in two groups. Ask, “Which group has one toy?” Let the child point and explain.

We Do: Find One

Invite the child to look around the room together. Take turns finding things that come in ones.

Possible examples include:

• One door
• One table
• One favorite toy
• One nose
• One sun in the sky

Each time, touch or point to the item and say together, “One door,” or “One table.”

Choice: The child may choose one of these activities:

• Find one red object.
• Find one soft object.
• Find one small object.
• Bring one object to the learning space.

We Do: Number 1 Movement Game

Say a movement and do it exactly one time. Invite the child to copy you.

• “Clap one time.”
• “Jump one time.”
• “Tap your knee one time.”
• “Stomp one time.”
• “Spin one time.”

Pause after each movement and ask, “How many did we do?” Encourage the answer, “One!”

You Do: Make a Number 1 Picture

1. Give the child paper and a crayon.
2. Ask the child to choose one object to draw, such as one sun, one flower, or one balloon.
3. Help the child write or trace the number 1 beside the drawing.
4. Count the drawing together: “You drew one sun. You wrote number 1.”

If the child is ready, demonstrate how to write 1:

“Start at the top. Make a little slanting line. Then go straight down.”

Allow the child to trace the number 1 with a finger first, then with a crayon. Celebrate effort rather than perfect handwriting.

You Do: One-Object Challenge

Place several small objects nearby. Give the child a paper plate, bowl, or small container.

Say: “Put one object in the container.”

After the child chooses an object, ask:

• “How many objects are in the container?”
• “Can you touch it and count one?”
• “Would adding another object still be one?”

Repeat two or three times with different objects. Let the child choose which object to use.

Formative Assessment

Throughout the lesson, observe whether the child can:

• Point to the number 1 when shown several numbers.
• Give one object when asked.
• Count one object without adding another number.
• Use the word “one” correctly.
• Trace or attempt to copy the number 1.

Give specific feedback:

• “You gave me exactly one block.”
• “You touched the toy once and said one.”
• “You started at the top of the number 1.”

Conclusion: Tell What We Learned

Show the number card again and ask the child to name it.

Review together:

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

Say: “Today we learned that number 1 means one thing. We found one object, moved one time, and practiced making number 1.”

Exit Demonstration

Ask the child to complete these three tasks:

1. Point to the number 1.
2. Show one object.
3. Trace or make a number 1.

Differentiation and Adaptations

For Extra Support

• Use only one object at a time.
• Guide the child’s hand while tracing.
• Use the same words repeatedly: “One means just one.”
• Let the child answer by pointing, showing a finger, or speaking.

For More Challenge

• Ask the child to find number 1 in a book, calendar, or toy label.
• Compare one object with a group of two or three objects.
• Ask the child to make the number 1 using blocks, play dough, or craft sticks.
• Invite the child to draw one item and write the number 1 independently.

Alternative Learning Formats

• Outdoor: Find one leaf, one rock, or one flower.
• Digital: Use a simple number game or draw the number 1 on a tablet.
• Hands-on: Build the number 1 with blocks or shape it with play dough.
• Snack connection: Give the child one cracker, one berry, or one piece of fruit and count it together.

Optional Follow-Up

During the day, look for moments to say, “Let’s find one.” Ask the child to bring one book, choose one song, or place one toy in a basket. Repeat the phrase, “One means just one,” to reinforce the idea naturally.