One Wonderful One!

Materials Needed

• Number cards or a piece of paper 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 short movement game

Learning Objectives

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

• Recognize the numeral 1.
• Say the number “one.”
• Count one object accurately.
• Show one object when asked.
• Trace or create the shape of the numeral 1.

Success Criteria

“I can…”

• Point to the number 1.
• Say, “One!”
• Give one object.
• Make a number 1 with my finger, crayon, or play dough.

Introduction: Meet Number One

Time: 5 minutes

Show the child the number card or paper with the numeral 1.

Say: “Today we are learning about the number one. One means just one thing. Can you hold up one finger?”

Invite the child to hold up one finger. Celebrate the response with a high-five or cheerful clap.

Fun hook: Say, “I have one nose, one mouth, and one belly button. What is one thing you have?”

Let the child share an answer. Accept answers such as one pet, one favorite toy, or one sibling.

Body of the Lesson

I Do: Teacher or Parent Models

Time: 5 minutes

1. Place one block in front of the child.
2. Touch the block and say slowly, “One.”
3. Show the numeral 1 and say, “This is the number one.”
4. Hold up one finger and say, “One finger.”
5. Trace the number 1 in the air while saying, “Down we go to make a one.”

Ask: “How many blocks are here?”

Help the child answer, “One.”

We Do: Count and Find One

Time: 10 minutes

Place several objects in a basket. Explain:

“We will take out one object at a time. Each time, we will say ‘one.’”

1. Ask the child to take one object from the basket.
2. Have the child place it on the table.
3. Touch the object together and say, “One.”
4. Return it to the basket and repeat with different objects.

Next, place groups of objects on the table: one block, two blocks, and three blocks. Ask:

• “Which group has one block?”
• “Can you touch the group with one toy?”
• “Can you give me one object?”

Think-and-talk moment: Ask, “How do you know this group has one?” Encourage the child to explain, “There is only one.”

Movement Game: One, Two, Freeze!

Time: 5 minutes

Explain: “When I say ‘one,’ do one action. When I say ‘freeze,’ stop.”

• Take one jump.
• Clap one time.
• Stomp one foot.
• Spin one time.
• Touch one knee.

After each action, ask, “How many did you do?” The child answers, “One.”

You Do: Make the Number One

Time: 10 minutes

Offer the child a choice of activities:

Choice A: Crayon Number 1

1. Draw a large number 1 with dotted or light lines.
2. Invite the child to trace over it.
3. Let the child try making a number 1 independently.
4. Decorate the number with one sticker or one dot.

Choice B: Play Dough Number 1

1. Roll one long piece of play dough.
2. Shape it into the numeral 1.
3. Say, “This is one.”
4. Make one play dough ball and place it beside the number.

Choice C: One-Object Hunt

1. Ask the child to find one safe object in the room.
2. Have the child bring it back and count it: “One.”
3. Ask the child to tell what the object is.

Formative Assessment: Quick Checks

Use these questions during the lesson. Give gentle help when needed.

• “Point to the number 1.”
• “Show me one finger.”
• “Give me one block.”
• “How many toy animals are here?”
• “Which group has one?”
• “Can you make one clap?”

Feedback language: “You gave me one block. You counted carefully!” If the child gives more than one, say, “Let’s try again. We need just one. Take one block.”

Real-Life Connection

Look around the home and find examples of one:

• One front door
• One refrigerator
• One television
• One favorite toy
• One person wearing a certain color

Say: “Numbers help us talk about how many things we have. Today, we learned that one means just one thing.”

Summative Assessment: Show What You Know

Ask the child to complete these four tasks:

1. Point to the numeral 1.
2. Show one finger.
3. Give one object to the adult.
4. Make or trace a number 1.

The child meets the lesson goal when they complete at least three tasks with little or no help.

Conclusion and Recap

Time: 5 minutes

Hold up the number card again and ask:

• “What number is this?”
• “How many is one?”
• “Can you show me one finger?”

Say together:

“One means just one. I can find one, count one, and make the number 1!”

End with one clap, one high-five, or one celebratory jump.

Differentiation and Adaptations

For a Child Who Needs More Support

• Use only one object at a time.
• Guide the child’s hand while counting and tracing.
• Repeat the words “one” and “just one” often.
• Use large objects that are easy to see and touch.
• Offer two choices: “Is this one or two?”

For a Child Ready for More Challenge

• Ask the child to find all the number 1s in a book or on a calendar.
• Invite the child to draw one object beside the numeral 1.
• Ask the child to compare one object with a group of two or three objects.
• Play “Bring Me One,” using different safe household objects.

Flexible Learning Options

• Hands-on: Use blocks, toys, or household objects.
• Movement-based: Jump, clap, or stomp one time.
• Creative: Draw, paint, or build the number 1.
• Digital: Display a large numeral 1 on a screen and invite the child to trace it with a finger.
• Outdoor: Find one leaf, one rock, or one flower, without picking protected plants.

Optional Follow-Up Activity

Create a “Number One” page. Write the numeral 1 at the top. The child can draw, glue, or place one picture of something they like. Ask the child to explain: “This is one ____.”