One Is Fun: Learning the Number 1

Materials Needed

• Paper and crayons
• Large card or paper with the number 1
• Small objects to count, such as blocks, buttons, toy animals, or snacks
• One favorite toy
• 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 number 1.
• Say the number “one.”
• Show one object when asked.
• Count one object accurately.
• Trace or make the shape of the number 1.
• Connect the number 1 to real-life examples.

Success Criteria

Success looks like this:

• “I can find the number 1.”
• “I can give you one thing.”
• “I can count one object.”
• “I can make a number 1.”

Introduction: One Special Thing

Time: 5 minutes

Hold up one favorite toy and say:

“Look! I have one toy. One means just one. Can you show me one finger?”

Invite the child to hold up one finger. Say the word slowly:

“One.”

Ask:

• “How many toys am I holding?”
• “Can you find one finger?”
• “What is one thing you like?”

Tell the child:

“Today we will learn about the number 1. We will find it, count it, move like it, and make it.”

Body: Learn and Practice

1. I Do: Meet the Number 1

Time: 5 minutes

Show the large number card. Trace the number 1 with your finger while saying:

“This is the number 1. We say, ‘one.’ It has one straight line.”

Model counting one object:

1. Place one block on the table.
2. Point to it.
3. Say, “One.”
4. Stop counting because there is only one block.

Explain in simple language:

“When we have one, we have just one thing. Not two. One.”

Quick check: Show one object and ask, “How many?” Give the child time to answer or show one finger.

2. We Do: Find One

Time: 8 minutes

Place several groups of objects in front of the child. Make some groups contain one object and others contain two or three objects.

Say:

“Let’s find the group with one object. Point to one.”

Practice together:

• Touch one block and say, “One block.”
• Touch one toy animal and say, “One animal.”
• Give the child one crayon and say, “One crayon.”

Then ask the child to place one object in the basket.

Use different directions:

• “Put one block in the basket.”
• “Bring me one toy.”
• “Show me one finger.”
• “Give the teddy bear one hug.”

Think and talk: Ask, “What is one thing you see in this room?” Help the child find examples such as one door, one table, or one lamp.

3. Movement Game: One, Stop!

Time: 5 minutes

Explain:

“When I say ‘one,’ do one movement. Then stop.”

Call out simple actions:

• “One clap!”
• “One jump!”
• “One spin!”
• “One stomp!”
• “One wiggle!”

After each action, ask:

“How many did we do?”

Encourage the child to choose an action for you. This gives the child a chance to lead.

4. We Do: Make the Number 1

Time: 8 minutes

Show the number card again. Trace it slowly from top to bottom. Say:

“Start at the top. Go straight down. That makes 1.”

Let the child try one or more of these options:

• Trace the number 1 with a finger.
• Trace the number 1 with a crayon.
• Make the number 1 with play dough.
• Make the number 1 using a finger in the air.
• Build the number 1 with one craft stick or one strip of paper.

Celebrate effort by saying:

“You made a number 1! It has one straight line.”

5. You Do: One-Object Treasure Hunt

Time: 8 minutes

Invite the child to find one safe object in the room.

Give clear directions:

1. “Find one object.”
2. “Bring it to our learning spot.”
3. “Tell me what it is.”
4. “Count it: one.”

Repeat with two or three different objects if the child is interested. Examples might include one sock, one book, or one stuffed animal.

Ask:

• “What did you find?”
• “How many did you bring?”
• “Can you show one finger?”

Application Activity: Make a One Snack

Time: 5 minutes

Offer one small snack, such as one cracker, one berry, or one piece of fruit. Say:

“You have one snack. Let’s count it together: one.”

Invite the child to place the snack on a plate labeled with the number 1. If food is not suitable, use one toy or one pretend food item instead.

Connect the idea to everyday life:

• “You have one nose.”
• “You have one mouth.”
• “A bicycle has one seat for you.”
• “We need one spoon.”

Formative Assessment: Show Me One

Ask the child to complete these tasks:

1. Point to the number 1.
2. Show one finger.
3. Give you one object.
4. Count one object.
5. Trace or make the number 1.

Give specific feedback:

• “You gave me one block. You counted carefully.”
• “You found the number 1.”
• “Let’s try tracing from the top to the bottom.”

Conclusion: Tell Me About One

Time: 5 minutes

Review the lesson by asking:

• “What number did we learn?”
• “Can you show me one finger?”
• “Can you find one toy?”
• “How do we make the number 1?”

Say together:

“One means just one. The number 1 has one straight line.”

End with a cheerful chant:

“One finger, one clap, one big smile! Learning one is fun!”

Summative Assessment: Number 1 Challenge

The child completes as many tasks as possible:

• Finds the number 1 among two or three number cards.
• Places one object in a basket.
• Says or signs “one.”
• Shows one finger.
• Makes or traces the number 1.

Suggested goal: The child completes at least four of the five tasks with support as needed.

Differentiation and Choice

For a Child Who Needs More Support

• Use only one object at a time.
• Give hand-over-hand help for tracing.
• Repeat the words “one” and “just one” often.
• Use real objects the child enjoys.
• Accept pointing, showing a finger, signing, or saying the answer.

For a Child Ready for More

• Ask the child to find the number 1 in books or around the home.
• Compare one object with a group of two objects.
• Invite the child to draw one sun, one flower, or one house.
• Ask, “What happens if we add one more?”
• Have the child teach someone else how to show one.

Optional Follow-Up Activities

• Read a counting book and look for pages showing one object.
• Make a collage with one sticker on each page.
• Take a “one walk” and find one leaf, one rock, or one flower, without picking living plants.
• Sing a simple song while holding up one finger.
• At bedtime, name one favorite part of the day.

Caregiver Reflection

After the lesson, note:

• Could the child recognize the number 1?
• Could the child show and count one object?
• Which activity was most enjoyable?
• What should be practiced next time?