One Is Wonderful: Learning About the Number 1
Materials Needed
- One large paper or index card with the number 1
- Small objects, such as blocks, buttons, toy animals, or pom-poms
- Paper and crayons or washable markers
- Play dough
- A small basket or bowl
- Optional: music for a movement song
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the numeral 1.
- Say the number word “one.”
- Count one object correctly.
- Show one object when asked.
- Trace or create the shape of the numeral 1.
Success Criteria
“I can show one thing, say ‘one,’ find the number 1, and make a 1.”
Introduction: Hook and Objectives
Time: 5 minutes
Place one special toy in a basket. Hide it under a cloth or behind your back.
Say:
“I have a surprise! How many toys are hiding here? Let’s look. There is one toy!”
Show the numeral card and say:
“Today we are learning about the number 1. One means just one thing. We will find one, count one, and make the number 1.”
Quick question: “Can you hold up one finger?”
Body of the Lesson
1. I Do: Teacher or Adult Demonstration
Time: 5 minutes
Show One Object
Place one block on the table. Touch it while counting slowly:
“One. I see one block. I touched it one time.”
Place several blocks beside it and say:
“This is more than one. Can you help me find just one?”
Move all but one block away. Point to the remaining block and repeat:
“One block. One means only one.”
Introduce the Numeral 1
Show the numeral card.
“This is the number 1. We say, ‘one.’ The number 1 tells us there is one thing.”
Trace the numeral in the air using one finger:
“Start at the top. Go down. This makes a 1.”
2. We Do: Practice Together
Time: 10 minutes
One or More?
Show one object, then show two or three objects. Ask the child to say whether they see “one” or “more than one.”
Use simple examples:
- One spoon: “How many spoons?”
- Two blocks: “Is this one or more than one?”
- One toy animal: “Show me one finger for one animal.”
If needed, guide the child by touching each object and counting slowly.
One-Object Hunt
Invite the child to find one item from around the room.
“Please bring me one soft thing. You may choose one stuffed animal, one sock, or one pillow.”
When the child returns, count the item together:
“You brought one sock. One!”
Repeat with different categories, such as one red item, one book, or one small toy.
Movement Song
Sing or chant while doing the actions:
“One finger up, one finger down,
One little jump and turn around.
One clap, clap, clap—now we’re done!
One is fun for everyone!”
Ask the child to show one finger, take one jump, and clap one time.
3. You Do: Independent Practice
Time: 10–15 minutes
Activity Choice A: Make a Collection of One
Give the child a small basket and several objects.
- Ask the child to choose one object.
- Have the child place it in the basket.
- Ask, “How many objects are in your basket?”
- Help the child answer, “One.”
Let the child choose what kind of object to collect. For example, the child might choose one block, one toy car, or one stuffed animal.
Activity Choice B: Create the Number 1
Invite the child to choose one way to make a 1:
- Trace the number 1 with a crayon.
- Build a 1 with play dough.
- Make a 1 using blocks.
- Draw a large 1 in the air.
- Trace a 1 in a tray of flour or rice, with close adult supervision.
Use this simple direction:
“Start at the top and make one straight line going down.”
Activity Choice C: Draw One Thing
Ask the child to draw one favorite thing. It could be one sun, one flower, one animal, or one person.
When finished, ask:
“What did you draw? How many did you draw? Let’s count. One!”
Formative Assessment: Quick Checks
Ask the child to complete these tasks during the lesson:
- Point to the number 1.
- Show one finger.
- Give you one object.
- Choose one object from a group.
- Say “one” after counting one object.
- Trace or build the number 1.
Give specific feedback:
“You gave me one block. You counted carefully.”
“You started at the top and made a straight line for 1.”
Real-World Connection
Look for examples of one during the day:
- One nose
- One moon in a picture
- One cup at snack time
- One shoe placed by the door
- One book chosen for story time
Say:
“We use the number 1 every day. One means just one.”
Differentiation and Support
For a Child Who Needs More Support
- Use only one object and a small group of two objects.
- Touch each object while counting slowly.
- Guide the child’s hand as they trace the numeral 1, if they welcome help.
- Repeat the same language: “One means just one.”
- Allow pointing, gestures, or choosing instead of requiring a spoken answer.
For a Child Ready for More
- Ask the child to find one object in several different colors.
- Invite the child to compare one object with a group of two or three objects.
- Ask the child to write the numeral 1 without tracing.
- Have the child make a picture with one of each item, such as one sun, one tree, and one house.
- Ask, “What would happen if we added one more?”
Summative Assessment: Show What You Know
Invite the child to complete this short challenge:
- Find the numeral 1 from two or three cards.
- Show one finger.
- Give the adult one object.
- Count the object by saying “one.”
- Make a numeral 1 using a crayon, play dough, blocks, or finger tracing.
The child is successful if they complete most tasks with little or no help.
Conclusion: Closure and Recap
Time: 5 minutes
Review the numeral card and one object.
Say:
“Today we learned about 1. One means just one. We found one thing, counted one thing, and made the number 1.”
Ask the child:
- “What number did we learn?”
- “Can you show me one finger?”
- “Can you find one thing near you?”
Finish with an encouraging statement:
“You did wonderful work with the number 1!”
Optional Follow-Up
During the next day, invite the child to keep a “One Hunt” list by drawing or naming one thing they notice, such as one bird, one spoon, or one flower.