One Wonderful Adventure: Learning the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon, pencil, or washable marker
• Small objects such as blocks, buttons, toy animals, or snacks
• Number cards showing 1 and other numbers
• Paper with a large number 1
• Play dough or modeling clay
• A small basket or bowl
• 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 correctly.
• Show a group of one object.
• Trace or make the numeral 1.
• Use the word “one” when talking about objects.

Success Criteria

Success looks like this:

• “I can point to the number 1.”
• “I can give you one thing.”
• “I can count one object: 1.”
• “I can make a number 1 with my finger, a crayon, or play dough.”

Introduction: One Special Thing

Time: 5 minutes

Place one interesting object in a basket, such as one toy animal or one colorful block.

Say:

“Look! I found something in the basket. How many things are here? Let’s check. One! Today we are going to learn about the number 1.”

Show the number card with 1. Let the child trace it in the air with one finger.

Ask:

• “How many toys are in the basket?”
• “Can you show me one finger?”
• “What is one thing you like?”

Body of the Lesson

I Do: Model the Number 1

Time: 5 minutes

Hold up one object.

Say:

“I have one block. I count it one time: 1. One means just one thing.”

Point to the numeral 1 and say:

“This is what the number 1 looks like. It tells us there is one.”

Model writing the number 1 slowly:

1. “Start at the top.”
2. “Slant down.”
3. “Make a little line across the bottom.”

Use simple language and repeat the key idea:

“The numeral 1 and the word one both tell us about one thing.”

We Do: Find One

Time: 8 minutes

Place small groups of objects in front of the child: one block, two buttons, one toy, and three crayons.

Invite the child to find the group with one object.

Say:

“Let’s look carefully. Which group has one?”

Count each group together. Touch each object as you count.

Next, give the child a basket and ask for one object at a time:

• “Please put one block in the basket.”
• “Now take one toy out.”
• “Can you give me one crayon?”

Quick check: Hold up one object and then several objects. Ask, “Which one shows one?”

Movement Game: One-Step Actions

Time: 5 minutes

Explain:

“When I say ‘one,’ do one action.”

Give playful directions:

• “Take one jump.”
• “Clap one time.”
• “Spin one time.”
• “Touch one toe.”
• “Give one wave.”

Pause after each action and ask, “How many did you do?” Encourage the child to answer, “One!”

We Do: Make the Number 1

Time: 7 minutes

Invite the child to make the number 1 in different ways:

• Trace a large 1 with a finger.
• Build a 1 with play dough.
• Draw a 1 in the air.
• Make a 1 using one long block or stick.
• Trace or copy a 1 with a crayon.

Use encouraging feedback:

“You started at the top and made one long line. That looks like a 1!”

You Do: One-Object Treasure Hunt

Time: 8–10 minutes

Tell the child:

“Let’s go on a number 1 hunt. Find one item for each clue.”

Give the child choices, such as:

• One soft item
• One red item
• One toy
• One book
• One item that fits in your hand

After each find, ask the child to place the item in the basket and say, “I found one.”

Allow the child to choose one additional object and explain why it is special.

Formative Assessment

Check understanding during the activities by asking the child to:

• Point to the numeral 1 among two or three number cards.
• Give you one object.
• Tell how many objects are in a group of one.
• Show one finger.
• Make or trace the numeral 1.

If the child gives more than one object, gently say:

“Let’s try again. We only need one. Can you take one away?”

Summative Assessment: Show Me One

Ask the child to complete these five tasks:

1. Point to the number 1.
2. Count one toy.
3. Put one object in the basket.
4. Show one finger.
5. Draw, trace, build, or form the number 1.

Celebrate effort and correct understanding. The child does not need to write a perfect numeral yet; showing the meaning of one is the main goal.

Conclusion: Tell What We Learned

Time: 5 minutes

Place one object beside the number card 1.

Say:

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

Ask the child:

• “What number did we learn?”
• “Can you show me one finger?”
• “Can you find one thing near you?”

Finish with a simple chant:

“One, one, number one! One small step, and we are done!”

Differentiation and Adaptations

For a Child Who Needs More Support

• Use only one object and two number cards.
• Keep saying and showing “one” while touching the object.
• Guide the child’s hand while tracing the numeral.
• Use large objects that are easy to see and hold.
• Practice the same activity again on another day.

For a Child Ready for More

• Ask the child to find the number 1 in books, signs, or a calendar.
• Invite the child to draw one object beside the numeral 1.
• Compare one with zero and two using objects.
• Ask the child to make a short “number 1” book with one picture on each page.

Flexible Learning Options

• Homeschool: Use household objects during the treasure hunt.
• Classroom: Let children work with partners and take turns finding one object.
• Digital: Use a virtual whiteboard or hold objects up to the camera.
• Outdoor: Find one leaf, one stone, or one flower without picking living plants.

Optional Follow-Up Activity

Create a “One Page.” Write the numeral 1 at the top. The child may draw, paste, or place one favorite item on the page and say:

“I made one. One is special!”