One Is Wonderful: Learning About the Number 1

Materials Needed

• Large paper or a whiteboard
• Marker or crayon
• Number cards showing 1–3
• Small toys, blocks, or household objects
• Paper and crayons
• One favorite snack or sticker
• Optional: a short counting 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 accurately.
• Show one object when asked.
• Trace or attempt to write the numeral 1.
• Use the idea of “one” in a real-life situation.

Success Criteria

I can:

• Point to the number 1.
• Give you one object.
• Say, “One!” when I see one thing.
• Try to make the shape of 1.

Introduction: One Special Thing

Time: 5 minutes

Place one favorite toy or one snack where the child can see it.

Say:

“Look! I have one teddy bear. One means just one thing. Today we are going to play with the number 1.”

Ask:

• “How many toys do you see?”
• “Can you show me one finger?”
• “What is one thing you like?”

Sing or chant together:

“One, one, everyone! One is fun!”

Body of the Lesson

I Do: Meet the Number 1

Time: 5 minutes

Draw a large numeral 1 on paper or a whiteboard.

Say:

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

Model counting one object:

1. Place one block on the table.
2. Touch the block.
3. Say slowly, “One.”
4. Point to the numeral 1.

Model how to write it:

“Start at the top. Make a straight line down. That is 1!”

Use a finger to trace the number in the air, on the table, or in a tray of dry cereal.

We Do: Find and Show One

Time: 8 minutes

Place a few groups of objects in front of the child. For example, show one block, two blocks, and three blocks.

Work together:

1. Point to the group with one block.
2. Count it together: “One.”
3. Match the group to the numeral 1.
4. Repeat with different objects.

Try these playful prompts:

• “Can you give me one spoon?”
• “Please find one blue object.”
• “Put one block in the cup.”
• “Can you hop one time?”
• “Can you clap one time?”

Quick check: Hold up the number cards 1, 2, and 3. Ask, “Which card shows one?” Invite the child to point to or pick up the correct card.

You Do: Number 1 Treasure Hunt

Time: 10 minutes

Invite the child to search for things that come in groups of one.

Say:

“Let’s go on a number 1 treasure hunt. Find one shoe, one book, or one toy. Each time you find one thing, say, ‘One!’”

Let the child choose what to find. Possible treasures include:

• One stuffed animal
• One spoon
• One sock
• One crayon
• One leaf
• One favorite book

After each discovery, ask:

• “How many did you find?”
• “Can you touch the one object?”
• “Can you show me the number 1?”

Creative Activity: Make a Number 1

Time: 8 minutes

Give the child paper and crayons. Offer several choices:

• Trace a large number 1.
• Decorate a large number 1 with one sticker.
• Draw one sun, one flower, or one animal.
• Make the number 1 with blocks, play dough, or a finger in the air.

As the child works, use simple language:

“You made one big number 1. I see one sticker. You are showing one!”

Movement Game: One-Step Actions

Time: 5 minutes

Give one action at a time. The child performs each action once.

• Take one step.
• Jump one time.
• Clap one time.
• Spin one time.
• Touch one toe.

Pause after each action and ask, “How many times did you do it?” Help the child answer, “One!”

Real-World Connection

During snack time or cleanup, practice using the number 1:

• Give the child one cracker.
• Put one cup on the table.
• Choose one book to read.
• Put one toy in the basket.

Say, “We use the number 1 every day. One cup, one book, and one toy!”

Assessment

Formative Assessment

Observe the child during the activities and note whether the child can:

• Identify the numeral 1.
• Count one object without adding extra numbers.
• Give one object when asked.
• Use one finger to show the number 1.
• Attempt to trace or create the numeral 1.

Summative Assessment: Show Me One

Place several objects on the table. Ask the child to complete these tasks:

1. “Point to the number 1.”
2. “Give me one object.”
3. “Put one object beside the number 1.”
4. “Show me one finger.”
5. “Try to draw a 1.”

Celebrate effort and accuracy with a high-five, praise, or one sticker.

Differentiation and Support

For a Child Who Needs More Support

• Use only one object and the numeral 1 at first.
• Guide the child’s hand while counting and tracing.
• Repeat the same activity with different objects.
• Use large objects and a large number card.
• Give short directions, such as “Find one.”

For a Child Ready for More

• Compare one object with groups of two or three.
• Ask the child to make a group of one independently.
• Find the numeral 1 in books, calendars, or signs.
• Practice writing 1 several times using different materials.
• Ask, “What happens if we add one more?”

Conclusion and Recap

Time: 3 minutes

Hold up the numeral 1 and review:

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

Ask the child:

• “What number did we learn?”
• “Can you show me one finger?”
• “Can you find one thing in the room?”

End with the chant:

“One little finger, point to the sun. One little number—1 is fun!”

Optional Follow-Up

Look for the number 1 during the day on clocks, books, packages, calendars, or house numbers. Each time the child spots it, say, “You found 1!”