One Wonderful Number: Learning About 1

Materials Needed

• One large card or paper with the numeral 1
• Small objects such as blocks, buttons, toy animals, or stickers
• Paper
• Crayons or washable markers
• Play dough or clay
• A small basket or bowl
• Optional: music for a movement activity

Learning Objectives

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

• Recognize and name the number 1.
• Count one object correctly.
• Show one object when asked.
• Trace or make the numeral 1.
• Connect the idea of “one” to everyday objects.

Success Criteria

The child is successful when they can:

• Point to the numeral 1.
• Say, “One!” when shown one object.
• Place one object in a basket.
• Make a recognizable 1 using a crayon, finger, or play dough.

Introduction: A One-Object Hunt

Time: 5 minutes

Show the child one favorite toy or object.

Say: “Look! I have one toy. One means just one. Can you say, ‘One’?”

Invite the child to look around the room and find one object. Ask:

• “Can you find one book?”
• “Can you bring me one block?”
• “Can you show me one finger?”

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 numeral 1 on a card or piece of paper.

Say: “This is the number 1. We say, ‘one.’ The number 1 tells us there is only one thing.”

Place one object beside the numeral.

Say: “Here is the number 1. Here is one block. The number and the block match.”

Point to the object and count slowly:

“One.”

Place several objects on the table. Move all but one away.

Say: “I will choose one. One block. There is not a group of blocks. There is just one.”

Quick Check

Show the child groups containing one, two, and three objects. Ask:

“Which group has one?”

Celebrate effort and gently count together if needed.

2. We Do: One or More?

Time: 7 minutes

Place different groups of objects in front of the child. Include groups with one, two, and three objects.

For each group, ask:

• “How many do you see?”
• “Is it one?”
• “Can you touch each object as we count?”

When the child finds a group with one object, encourage them to place it in the basket.

Say: “You found one! Put one object in the basket.”

Repeat several times using different objects, such as one toy animal, one crayon, or one block.

Think-and-Talk Prompt

Ask:

• “Can you think of one thing you like?”
• “Can you show me one hand?”
• “Can you give me one hug?”

3. Movement Game: Move One Time

Time: 5 minutes

Invite the child to move in different ways, but only one time.

Say:

• “Clap one time.”
• “Jump one time.”
• “Spin one time.”
• “Tap your knees one time.”

Pause after each action and ask, “How many times did you move?”

Expected response: “One!”

If music is available, play a short song. When the music stops, ask the child to do one action.

4. We Do: Make the Number 1

Time: 8 minutes

Draw a large numeral 1 on paper.

Trace it slowly with your finger.

Say: “Start at the top. Go down. This makes 1.”

Invite the child to:

1. Trace the number with a finger.
2. Trace it with a crayon.
3. Make the number with play dough.
4. Decorate the number with one sticker or one dot.

Give simple encouragement:

“You started at the top.”

“You made a long line.”

“That looks like 1.”

5. You Do: One Treasure Basket

Time: 8 minutes

Place several safe objects nearby. Ask the child to choose one object for the basket.

Instructions for the child:

1. “Choose one object.”
2. “Put it in the basket.”
3. “Touch it and say, ‘One.’”
4. “Show me the number 1.”

Repeat with different objects if the child is interested. Each time, remind the child to place only one object in the basket.

Choice and Creativity

Let the child choose one of these options:

• Make a picture of one favorite thing.
• Build one tower with one block.
• Use play dough to make one ball.
• Find one object outside.

Formative Assessment: Check Along the Way

Ask these questions during the activities:

• “What number is this?” while showing 1.
• “How many objects are here?” while showing one object.
• “Can you give me one?”
• “Can you show me one finger?”
• “Which group has one?”

Notice whether the child can identify one without needing to count repeatedly. If the child is unsure, count together slowly and use encouraging language.

Summative Assessment: Show What You Know

Time: 5 minutes

Invite the child to complete these four tasks:

1. Point to the numeral 1.
2. Choose one object from a group.
3. Place one object in the basket.
4. Trace or make the numeral 1.

Simple success checklist:

• ☐ Names the number 1.
• ☐ Counts one object.
• ☐ Shows one object.
• ☐ Makes or traces 1.

Differentiation and Support

For a Child Who Needs More Support

• Use only one object and one numeral at a time.
• Guide the child’s hand while counting and tracing.
• Use real objects the child knows and likes.
• Repeat the phrase, “One means just one.”
• Allow pointing, showing fingers, or choosing instead of speaking.

For a Child Ready for More

• Ask the child to find one object in different rooms.
• Compare one object with a group of two or three.
• Ask the child to draw one sun, one flower, or one animal.
• Invite the child to find the numeral 1 in a book, calendar, or toy.
• Ask, “What happens if we add one more?”

Conclusion: Tell What We Learned

Time: 3 minutes

Hold up the numeral 1 and one object.

Say: “Today we learned about 1. One means just one. We found one object, moved one time, and made the number 1.”

Ask the child to complete these sentences:

• “This number is _____.”
• “I can show _____ object.”
• “One means _____.”

End with a celebration:

“You learned about one! Give yourself one big clap.”

Optional Everyday Follow-Up

During the day, look for the number 1 and objects that come in groups of one. Ask:

• “Can you find one spoon?”
• “Can you bring one sock?”
• “Do you see the number 1?”