One Wonderful Number: Learning About 1
Materials Needed
- Large paper or a whiteboard
- Crayon, marker, or washable pencil
- Paper with large number 1s to trace
- One small toy, block, or stuffed animal
- A collection of safe household objects, such as spoons, socks, or toy cars
- Optional: stickers, play dough, music, and a short counting song
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the number 1.
- Count one object correctly.
- Show one object when asked.
- Trace or draw the number 1 with support.
- Use the word “one” in a simple sentence.
Success Looks Like
- “I know that this is 1.”
- “I can give you one toy.”
- “I can make a number 1.”
- “I can say one when I see one thing.”
Introduction: One Big Surprise
Time: 5 minutes
Hide one small toy under a cloth or behind your back. Reveal it and say:
“Look! I found one toy. One means just one. Today we are going to play with the number 1!”
Show the child a large number 1. Invite the child to say:
“This is number 1. Number 1 means one.”
Ask:
- “How many toys do I have?”
- “Can you show me one finger?”
- “Can you find one thing in the room?”
Body of the Lesson
I Do: Watch Me Find One
Time: 5 minutes
Place several objects in front of the child. Slowly choose one object and move it to a separate space.
Say:
“I am taking one block. I have one block. Let’s count it: one.”
Touch the object once while saying “one.” Emphasize that one object means only one object.
Show the number 1 again and say:
“The number 1 tells us there is one thing.”
We Do: One-Object Hunt
Time: 10 minutes
Search the room together for objects. Each time, find only one object and place it in a basket or on a table.
Use simple directions:
- “Find one sock.”
- “Bring me one block.”
- “Choose one book.”
- “Put one spoon on the table.”
After each choice, ask the child to touch the object and count:
“One.”
Quick Check: Hold up one object and then two objects. Ask, “Which group has one?” Let the child point, touch, or say the answer.
We Do: Move Like Number 1
Time: 5 minutes
Play a movement game. Give the child one-step directions:
- “Take one jump.”
- “Clap one time.”
- “Spin one time.”
- “Tap your knees one time.”
Count aloud together. Keep the pace playful and pause after each action.
I Do: Make the Number 1
Time: 5 minutes
On paper or a whiteboard, model how to write the number 1:
- “Start at the top.”
- “Go down.”
- “Add a little line at the bottom if you like.”
Say:
“Down we go to make 1!”
Keep the focus on trying rather than making a perfect number.
You Do: Number 1 Practice
Time: 10 minutes
Invite the child to choose one way to practice:
- Trace large number 1s with a crayon.
- Draw number 1s in the air with a finger.
- Make a number 1 with play dough.
- Place one sticker beside each number 1.
- Draw one favorite object and write or trace a 1 beside it.
Give specific encouragement:
“You started at the top and went down. You made a number 1!”
You Do: One or More?
Time: 5 minutes
Place small groups of objects in front of the child. Include groups with one, two, and three objects.
Ask:
- “Which group has one?”
- “Can you give me one?”
- “Can you put one object in the cup?”
Repeat with different objects to check whether the child understands the idea of one, not just one particular item.
Real-World Connection
Look for examples of one during the day:
- One nose
- One moon in a picture
- One plate at the child’s place
- One favorite toy
- One child’s name on a drawing
Say:
“We see number 1 in many places. One means just one.”
Formative Assessment
During the lesson, observe whether the child can:
- Point to or name the number 1.
- Give one object when asked.
- Count one object without adding extra numbers.
- Choose the group containing one object.
- Attempt to trace or form the number 1.
Summative Assessment: Show What You Know
Ask the child to complete these four playful challenges:
- Point to the number 1.
- Show one finger.
- Give the adult one object.
- Trace or draw a number 1.
Celebrate the child’s effort after each challenge. The child does not need to complete every task perfectly.
Differentiation and Support
For Extra Support
- Use only one object and one number at a time.
- Guide the child’s hand while tracing.
- Use large objects that are easy to see and hold.
- Repeat the words “one object” and “number 1.”
- Allow pointing, moving, or showing a finger instead of speaking.
For an Extra Challenge
- Ask the child to find three different examples of one.
- Invite the child to draw one object and label it with 1.
- Ask, “What happens if we add one more?”
- Find number 1 in a storybook, calendar, or toy package.
Conclusion: Tell Me About One
Time: 5 minutes
Hold up the number 1 and ask the child to finish these sentences:
- “This is number ___.”
- “Number 1 means ___.”
- “I can show one by holding up ___ finger.”
End with a short chant while making the number 1 in the air:
“One little finger, up in the sky! Number 1—give it a try!”
Optional Follow-Up Activity
Make a “Number 1 Page.” Have the child glue or draw one item on a sheet of paper, such as one sun, one cat, or one flower. Add a large number 1 and say together:
“I made one ______. One is fun!”