One Wonderful Number: Learning About 1
Materials Needed
- Number card showing 1
- One favorite toy or stuffed animal
- Small objects to count, such as blocks, buttons, or toy animals
- Paper and crayons
- Play dough or modeling clay
- Optional: music for a counting song
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the numeral 1.
- Count one object accurately.
- Show that “one” means a single object.
- Trace or create the shape of the numeral 1.
- Find examples of one object in everyday life.
Success Criteria
I can:
- Point to the number 1.
- Give you one object when asked.
- Say, “One means just one.”
- Make or trace a number 1.
Introduction: The One-Object Surprise
Time: 5 minutes
Hide one favorite toy in a small bag or behind your back. Say:
“I have a surprise! How many toys do I have?”
Reveal the toy and help the child say, “One toy!”
Explain:
“Today we are learning about the number 1. One means just one thing.”
Show the number card and say:
“This is the number 1. It tells us there is one.”
Body of the Lesson
I Do: Watch Me Find One
Time: 5 minutes
Place several objects in front of the child. Slowly choose only one block.
Say:
“I am taking one block. Let’s count it: one.”
Point to the single block while saying the word one. Then show the number card.
Repeat with a few different objects:
- One spoon
- One book
- One stuffed animal
Emphasize that one object is a single object, not a group.
We Do: One or More?
Time: 8 minutes
Make small groups of objects. Some groups should have one object, and some should have two or three.
Point to each group and ask:
“Does this group have one?”
Count together. When the group has one object, have the child touch it and say:
“One!”
Use a simple movement game:
- Clap one time.
- Jump one time.
- Tap one drum or table one time.
- Give one high-five.
Quick Check: Hold up one finger and ask, “How many fingers am I showing?” Then hold up more fingers and ask, “Is this one?”
We Do: Number 1 Song
Time: 5 minutes
Sing to a familiar tune or use a simple chant:
One little finger, tap, tap, tap.
One little foot goes stomp, stomp, stomp.
One big smile, wide and bright.
Number 1 is fun today!
Invite the child to choose one movement for the group to copy, such as one spin, one clap, or one wave.
You Do: Find One Around the House
Time: 8 minutes
Invite the child to look around the room and find things that come in groups of one.
Possible examples include:
- One door
- One table
- One pillow
- One lamp
- One favorite toy
For each item, ask the child to touch it and say:
“I found one!”
Allow the child to choose whether to search independently, with clues, or by taking pictures or drawing the objects.
You Do: Make the Number 1
Time: 8 minutes
Model the writing motion:
“Start at the top. Go down. That makes a 1.”
Let the child choose one or more ways to make the number:
- Trace a large number 1 with a crayon.
- Build a number 1 with play dough.
- Make a number 1 using blocks.
- Trace the number 1 in flour, sand, or rice with a finger.
- Decorate one large number 1 with stickers or dots.
Celebrate effort rather than perfect handwriting. Say:
“You made a number 1! It goes down from the top.”
Real-World Application: One Is Important
Time: 5 minutes
Talk about things people use one at a time:
- One toothbrush for brushing teeth
- One nose for smelling
- One mouth for talking
- One book to read together
- One snack to choose
Ask:
- “Can you bring me one book?”
- “Can you choose one crayon?”
- “Can you give the stuffed animal one block?”
Assessment
Formative Assessment
During the lesson, observe whether the child can:
- Point to the numeral 1.
- Identify which group has one object.
- Give one object when asked.
- Count one object without adding extra objects.
- Follow the movement for making a number 1.
Summative Assessment: The Number 1 Challenge
Place three groups in front of the child: one group with one object, one group with two objects, and one group with three objects.
Ask the child to:
- Point to the group with one object.
- Give you one object.
- Point to the number 1.
- Make a number 1 using a crayon, finger, play dough, or blocks.
Mastery: The child completes at least three of the four tasks with little or no help.
Differentiation and Support
For a Child Who Needs More Support
- Use only one object and an empty space at first.
- Guide the child’s hand while counting and tracing.
- Repeat the same object several times before introducing new objects.
- Use large objects that are easy to see and touch.
- Give simple choices: “Do you want one block or one toy car?”
For a Child Ready for More
- Ask the child to find one object in each room.
- Invite the child to compare one object with a group of more than one.
- Ask the child to draw one sun, one flower, or one animal.
- Practice finding the number 1 in books, signs, or calendars.
- Ask, “What happens if we add one more?” and explore two objects informally.
Conclusion and Recap
Time: 3 minutes
Show the number card again and ask:
- “What number did we learn today?”
- “What does one mean?”
- “Can you show me one finger?”
- “Can you find one thing near you?”
Finish with:
“Today we learned that 1 means one single thing. You found one, counted one, and made the number 1!”
Optional Follow-Up Activity
Create a “Number 1 Treasure Page.” The child draws or pastes pictures of one favorite item, such as one dog, one apple, or one ball. Write the numeral 1 at the top and read the sentence together:
“I found one ______.”