One Wonderful Number: Learning About 1

Materials Needed

• One small toy, stuffed animal, or household object
• Several safe objects to count, such as blocks, socks, or spoons
• Paper
• Crayons or washable markers
• Play dough or clay
• A large card or paper with the numeral 1
• Optional: music for a movement game

Lesson Overview

Age: 4 years old

Length: 20–30 minutes, with optional extra activities

Big Idea: The number 1 means “one.”

Learning Objectives

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

• Say the number 1.
• Show one object when asked.
• Recognize the numeral 1.
• Trace or make the shape of the numeral 1.
• Connect the word “one” with a group containing one object.

Success Criteria

Success looks like:

• The child can point to or choose one object.
• The child can say, “One!”
• The child can identify the numeral 1.
• The child can attempt to write or build a 1.

Introduction: Meet Number 1

Hook: One Special Friend

Place one toy in front of the child.

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

Hold up one finger and invite the child to copy you.

Ask:

• “How many toys do you see?”
• “How many fingers are you holding up?”
• “Can you find one thing near you?”

Tell the child: “Today we will play with the number 1. We will find one thing, say one, and make the number 1.”

Body: Learn and Practice

I Do: Show What One Means

1. Place several objects in a small group.
2. Slowly choose one object and move it away from the group.
3. Point to it and say, “One block.”
4. Show the numeral card and say, “This is the number 1. It tells us there is one.”

Teacher or parent talking points:

• “One means just one.”
• “I see one spoon.”
• “The number 1 looks like a straight line.”

Quick Check: Show the child two groups: one group with one object and one group with several objects. Ask, “Which group has one?”

We Do: One or More?

Work together to sort objects into two groups: “one” and “more than one.”

1. Put one block on the table. Say, “This group has one.”
2. Put three blocks in another group. Say, “This group has more than one.”
3. Give the child one object at a time.
4. Ask, “Does this belong with one or more than one?”

Use different objects, such as one sock, one spoon, or one toy.

Think and Talk: Ask the child to find one item in the room. It could be one pillow, one book, or one shoe.

Movement Game: Number 1 Action

Call out actions for the child to do exactly one time.

• “Clap one time.”
• “Jump one time.”
• “Turn around one time.”
• “Touch one toy.”
• “Give one wave.”

Pause after each action and ask, “How many times did you do it?”

We Do: Make the Number 1

Show the child how to make the number 1 using one of these methods:

• Trace the numeral 1 with a finger.
• Make a 1 with play dough.
• Build a 1 with one craft stick or a strip of paper.
• Draw a large 1 in the air.

Say: “Start at the top. Go down. This makes 1.”

You Do: One Treasure Hunt

Invite the child to find three different things, one at a time.

1. “Find one soft thing.”
2. “Find one red thing.”
3. “Find one thing you like.”

Each time, have the child bring back only one item and say, “I found one ___.”

You Do: Create a Number 1 Picture

Ask the child to draw one large number 1. Then invite the child to add one picture next to it, such as:

• One sun
• One flower
• One balloon
• One animal
• One favorite toy

Ask, “What is your one thing?”

Formative Assessment

Check understanding throughout the lesson by asking the child to:

• Hold up one finger.
• Give you one object.
• Point to the numeral 1.
• Choose the group with one object.
• Do an action one time.

Give specific encouragement, such as: “You gave me exactly one block!” or “You found the number 1!”

Conclusion: Tell What We Learned

Place the numeral card, one object, and the child’s number picture together.

Say: “Today we learned about 1. One means just one. We can show one with one finger, one object, and the number 1.”

Invite the child to complete these sentences:

• “One means…”
• “I can show one by…”
• “The number one looks like…”

Exit Demonstration

Ask the child to choose one of these:

• Show one finger.
• Bring you one object.
• Point to the numeral 1.
• Make a number 1 with play dough.

Optional Extensions

• Read a counting book and look for pages showing one object.
• Go outside and find one leaf, one rock, or one flower.
• Sing a simple song about one finger or one little star.
• Make a snack plate with one cracker, one fruit piece, or one cheese cube.

Differentiation and Support

For a Child Who Needs More Support

• Use only one object and repeat the word “one” often.
• Guide the child’s hand while tracing the numeral 1.
• Offer choices: “Is this one or two?”
• Use real objects before asking the child to recognize written numbers.

For a Child Ready for More

• Compare one with zero and two.
• Ask the child to draw one object in several different places.
• Invite the child to find the numeral 1 in books, signs, or a calendar.
• Ask, “If I take away this one object, how many are left?”

Reflection for the Parent or Educator

• Could the child show one object?
• Could the child recognize the numeral 1?
• Which activity kept the child most engaged?
• What should be practiced again during everyday routines?