One Is Wonderful: Learning the Number 1

Materials Needed

• Large paper or a whiteboard
• Marker or crayon
• One small toy, block, or stuffed animal
• Several objects to count, such as buttons, blocks, or toy animals
• Paper and crayons
• Number cards or a paper card showing the numeral 1
• Optional: music for a counting song

Learning Objectives

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

• Recognize the numeral 1.
• Say that 1 means “one.”
• Count one object accurately.
• Show one object when asked.
• Try writing or tracing the numeral 1.

Success Criteria

“I can…”

• Find the number 1.
• Give you one object.
• Count one object by saying, “One!”
• Make a number 1 with a crayon, finger, block, or craft material.

Introduction: One Special Thing

Hook: Hold up one favorite toy or stuffed animal.

Say: “Look! I have one toy. One means just one. Today we are going to play with the number 1!”

Invite the child to look around and find something they have only one of, such as:

• One nose
• One mouth
• One favorite toy
• One chair

Ask:

• “Can you show me one finger?”
• “How many toys am I holding?”
• “Can you find one blue thing?”

Body of the Lesson

I Do: Model the Number 1

Show the numeral 1.

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

Place one object on the table. Touch it once and say:

“One block. I touched it one time.”

Model how to write the number 1:

1. “Start at the top.”
2. “Make a straight line down.”
3. “Now we have 1!”

Use your finger to trace the number 1 in the air, on the table, or in a tray of flour or rice.

We Do: Count One Together

Place several objects in front of the child. Slowly demonstrate how to choose only one.

Say: “Let’s take one block. Touch it and say, ‘One.’”

Take turns with the child:

• Ask the child to pick up one block.
• Ask the child to give you one toy animal.
• Ask the child to place one crayon on the paper.
• Ask the child to show one finger.

Think-and-talk prompt: “What is one thing you would take to the park?”

Hands-On Game: Feed the One-Eyed Monster

Draw a simple monster with one large eye. Tell the child:

“This monster only eats one snack at a time. Can you feed it one object?”

1. Place several safe objects nearby.
2. Ask the child to choose one object.
3. Have the child put the object beside or inside the monster’s mouth.
4. Count it together: “One!”
5. Repeat with different objects.

Let the child choose what the monster eats: one block, one pom-pom, one paper ball, or one toy.

Movement Activity: Number 1 Actions

Say and act out each direction:

• “Do one jump.”
• “Clap one time.”
• “Turn around one time.”
• “Touch one toe.”
• “Take one big step.”

Pause often and ask: “How many did we do?” Encourage the answer: “One!”

You Do: Number 1 Hunt

Give the child a paper number 1 or show the numeral on a card.

Invite the child to find:

• One object that is soft
• One object that is red or another chosen color
• One round object
• One favorite toy

After each discovery, ask:

“How many did you find?”

Creative Practice: Make the Number 1

Offer one or more choices:

• Trace a large number 1 with a crayon.
• Make a number 1 with a piece of yarn.
• Build a number 1 with blocks.
• Paint one large number 1.
• Place one sticker on a paper number 1.

As the child works, repeat: “You are making the number 1. One means one.”

Formative Assessment: Quick Checks

Use these playful checks during the lesson:

• Show two or three number cards and ask, “Which one is 1?”
• Place one object and ask, “How many?”
• Place several objects and ask, “Can you give me one?”
• Ask the child to show one finger.
• Ask the child to trace or make the numeral 1.

Give specific feedback:

• “You chose exactly one block.”
• “You touched the object one time while counting.”
• “You found the number 1.”
• “Your line looks like a number 1.”

Summative Assessment: Show Me One

At the end of the lesson, place several objects and number cards in front of the child. Ask the child to:

1. Point to the numeral 1.
2. Give you one object.
3. Count the object by saying, “One.”
4. Show one finger.
5. Make or trace the numeral 1.

The child meets the lesson goal when they can complete most of these tasks with little or no help.

Conclusion: Tell What We Learned

Hold up the number 1 and say:

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

Ask the child:

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

Finish with a short chant:

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

Differentiation and Adaptations

For Extra Support

• Use only one object and one number card at a time.
• Guide the child’s hand while counting or tracing.
• Use large objects that are easy to see and hold.
• Repeat the same language: “One means one.”
• Allow the child to answer by pointing, holding up a finger, or choosing a card.

For More Challenge

• Ask the child to find one object in each room.
• Invite the child to compare one object with a group of two or three objects.
• Ask the child to make the number 1 using household items.
• Look for the number 1 in a book, calendar, clock, or measuring cup.
• Ask, “What would happen if we added one more?”

Flexible Learning Options

• At home: Use toys, kitchen items, socks, or books.
• Outside: Find one leaf, one rock, or one flower.
• Digital: Show number 1 on a screen and let the child point, trace, or count along.
• Movement-based: Practice with one jump, one clap, or one step.