Number 1: One Wonderful Thing
Materials Needed
- Number cards or a piece of paper with the number 1
- One favorite toy
- Small objects to count, such as blocks, buttons, or toy animals
- Paper and crayons
- Play dough or clay
- A small basket or bowl
- Optional: a short counting song or simple number video
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize and name the number 1.
- Show a group of one object.
- Count one object using the words “one” and “1.”
- Trace or make the number 1.
- Connect the number 1 to a real-life example.
Success Criteria
“I know I can do it when I can say ‘one,’ show one object, and make the number 1.”
Introduction: One Special Thing
Time: 5 minutes
Place one favorite toy in front of the child.
Say:
“Look! I have one toy. One means just one. Can you show me one finger?”
Invite the child to hold up one finger. Talk about things that come in ones:
- “You have one nose.”
- “A dog may have one tail.”
- “We have one sun in the sky.”
Tell the child: “Today we will learn about the number 1. We will find one thing, count one thing, and make the number 1.”
Body: Learn and Practice
1. I Do: Meet the Number 1
Time: 5 minutes
Show the number card or write a large 1.
Say:
“This is the number 1. It means one. The number 1 looks like a straight line.”
Trace the number slowly with your finger while saying:
“Start at the top. Go straight down. This is 1.”
Have the child watch you place one block in the basket.
Say:
“I put one block in the basket. Let’s count it: one.”
2. We Do: Find One
Time: 8 minutes
Place several small groups of objects nearby. Some groups should have one object, while others have two or more.
Give these instructions:
- “Find the group with one object.”
- “Touch the object.”
- “Count it with me: one.”
- “Show me one finger.”
Repeat with different objects, such as one block, one button, or one toy animal.
Think-pair-share option: If another person is available, the child can tell that person, “I found one!” If learning alone, the child can tell a stuffed animal or pretend friend.
3. Movement Game: One Step, One Clap
Time: 5 minutes
Invite the child to do one action at a time.
- Take one big step.
- Clap one time.
- Jump one time.
- Spin one time.
- Touch one toe.
Before each action, ask:
“How many times? One!”
This gives the child a chance to see, hear, and feel the idea of one.
4. We Do: Make the Number 1
Time: 8 minutes
Use play dough or clay to make a long, straight number 1 together.
- Roll one long piece of play dough.
- Place it straight up and down.
- Add a small slant at the top if desired.
- Say, “This is 1.”
Next, have the child trace the number 1 in the air, on the table, or on your hand.
Say:
“Start at the top and go down. You made 1!”
5. You Do: Number 1 Treasure Hunt
Time: 10 minutes
Ask the child to find five different things, one at a time.
Give clear instructions:
- “Find one soft thing.”
- “Find one red thing.”
- “Find one toy.”
- “Find one book.”
- “Find one thing you like.”
After each find, ask:
- “How many did you find?”
- “Can you show one finger?”
- “Can you say the number?”
Allow the child to choose one additional category, such as “one round thing” or “one blue thing.”
6. Creative Practice: Draw One
Time: 8 minutes
Give the child paper and crayons. Invite the child to draw one large object, such as:
- One sun
- One flower
- One balloon
- One animal
- One favorite toy
Help the child write or trace the number 1 beside the drawing.
Ask the child to explain:
“What is one thing in your picture?”
Quick Checks for Understanding
Ask these questions throughout the lesson:
- “What number is this?”
- “Can you show me one finger?”
- “Can you give me one block?”
- “Which group has one?”
- “How many toys are in your hand?”
Look for the child to answer with words, gestures, or actions. Accept “one,” one raised finger, or selecting a single object as correct responses.
Summative Assessment: Show What You Know
Place three groups of objects in front of the child: one object, two objects, and three objects.
Ask the child to:
- Point to the group with one object.
- Give you one object.
- Show one finger.
- Point to or name the number 1.
- Trace or make the number 1.
Suggested benchmark: The child meets the lesson goal by correctly completing at least four of the five tasks with words, gestures, or actions.
Differentiation and Support
For a Child Who Needs More Support
- Use only one object and two objects at first.
- Guide the child’s hand while counting and tracing.
- Repeat the same phrase: “One means just one.”
- Use large, easy-to-hold objects.
- Offer choices: “Is this one or two?”
For a Child Ready for More
- Ask the child to find one object that matches a color or shape.
- Invite the child to write the number 1 independently.
- Ask, “What happens if we add one more?”
- Have the child make a page showing one object in several different ways.
Conclusion: Tell What We Learned
Time: 5 minutes
Hold up the number 1 and ask the child to repeat:
“1 means one. One is just one thing.”
Review the lesson with these prompts:
- “What number did we learn?”
- “Show me one finger.”
- “Tell me one thing you found.”
- “How do we make the number 1?”
Finish with encouragement:
“You found one, counted one, and made the number 1. You are a number explorer!”
Optional Everyday Follow-Up
During the day, look for examples of one:
- One spoon at snack time
- One shoe to pick up
- One book to read
- One toy to put away
Each time, say together: “One!”