One Wonderful Number: Learning About 1

Materials Needed

• Number card showing 1
• One small toy, block, or stuffed animal
• A collection of safe objects, such as blocks, buttons, socks, or toy animals
• Paper and crayons or washable markers
• Play dough or modeling clay
• Optional: a small bowl or basket

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 make the numeral 1 with support.
• Connect the idea of “one” to everyday life.

Success Criteria

I can:

• Point to the number 1.
• Give you one object.
• Say, “One!”
• Make or trace a number 1.

Introduction: One Special Thing

Time: 5 minutes

Place one favorite toy in front of the child.

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

Invite the child to hold up one finger. Count together slowly: “One!”

Hook

Ask:

• “Can you find one nose?”
• “Can you show me one thumb?”
• “Can you find one toy to bring me?”

Celebrate each try with encouraging words such as, “You found one!”

Tell the Learner

Say: “Today we are learning about the number 1. We will find one thing, count one thing, and make the number 1.”

Body: I Do

1. Meet the Number 1

Time: 5 minutes

Show the numeral 1 card.

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

Hold up one block and say, “One block.” Then place several blocks beside it and say, “This group has more than one. Let’s take just one.”

2. Model Counting One Object

Place one object in a bowl.

Point to it and say: “I touch one object. One.”

Move the object slightly and say: “I still have one object.”

Explain simply: “When we count one object, we say one one time.”

3. Model Writing the Number 1

Use your finger to draw a large number 1 in the air.

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

Draw the number 1 on paper while the child watches.

Body: We Do

1. Find One

Time: 5 minutes

Place groups of objects around the learning area. Some groups should have one object, and some should have two or three.

Say: “Let’s find a group with one thing.”

Invite the child to point to or pick up a group with one object.

Ask: “How many are here?” Help the child touch the object and say, “One.”

2. Give Me One

Time: 5 minutes

Place several safe objects in front of the child.

Give clear directions:

• “Please give me one block.”
• “Please put one toy in the basket.”
• “Please choose one crayon.”

After each turn, count the object together: “One block. You gave me one!”

3. Number 1 Movement Game

Time: 5 minutes

Call out actions that happen one time:

• “Clap one time.”
• “Jump one time.”
• “Turn around one time.”
• “Tap your knees one time.”

Pause between actions so the child can complete one movement.

Quick Check

Ask the child:

• “Which card shows 1?”
• “Can you give me one toy?”
• “How many fingers are you holding up?”

Notice the child’s response and gently model the answer if needed.

Body: You Do

Choice Activity A: Make the Number 1

Time: 5–10 minutes

Let the child choose one way to make a number 1:

• Trace a large number 1 with a crayon.
• Make a number 1 from play dough.
• Build a number 1 with blocks.
• Draw a number 1 with a finger in flour, sand, or shaving cream, if appropriate and supervised.

Say: “You made a 1! It starts at the top and goes down.”

Choice Activity B: One-Object Hunt

Time: 5–10 minutes

Invite the child to find one item from different places in the home.

Examples:

• One spoon from the kitchen
• One sock from the bedroom
• One book from the shelf
• One stuffed animal from the play area

Each time, ask: “What did you find? How many did you find?” Encourage the answer, “One.”

Choice Activity C: Feed the One Hungry Animal

Time: 5–10 minutes

Use a stuffed animal or toy animal. Place several pretend food items nearby.

Say: “The animal is hungry. Please give it one piece of food.”

Repeat with different objects. The child may choose which food to give.

Ask: “Did the animal get one piece or many pieces?”

Creative Application: One of My Favorites

Invite the child to draw one favorite thing, such as one sun, one pet, one ball, or one family member.

Help the child write or trace the number 1 beside the drawing.

Ask the child to describe the picture using the sentence frame: “I drew one ___.”

Formative Assessment

During the activities, observe whether the child can:

• Recognize the numeral 1.
• Count one object without adding extra numbers.
• Select one object from a group.
• Use the word “one.”
• Attempt the shape of the numeral 1.

Give specific feedback:

• “You chose only one block. That matches the number 1.”
• “You touched the object and counted one time. Great counting.”
• “Your line goes down like a number 1.”

Support and Differentiation

For a Learner Who Needs More Support

• Use only one object and one numeral card at first.
• Give hand-over-hand support for pointing, counting, or tracing.
• Use large objects that are easy to see and hold.
• Repeat the words “one” and “number 1” often.
• Allow pointing, showing fingers, or choosing instead of speaking.

For a Learner Ready for More

• Ask the child to find one object in a larger group.
• Ask the child to explain how they know there is one.
• Invite the child to compare one object with two objects.
• Ask the child to find examples of “one” around the home and draw or describe them.

Conclusion: Tell What We Learned

Time: 5 minutes

Show the number 1 card again. Ask the child to hold up one finger and say “one.”

Review together:

• “What number did we learn?”
• “How many objects are in one?”
• “Can you show me one thing?”
• “How do we make the number 1?”

Say: “Today we learned that 1 means one thing. We found one, counted one, and made the number 1.”

Exit Demonstration

Place two or three objects in front of the child and ask:

“Please give me one object.”

Then ask the child to point to the numeral 1 and say “one.” Record the lesson as successful when the child completes these tasks with little or no help.

Optional Everyday Practice

Look for “one” during the day:

• One plate at snack time
• One shoe to put away
• One story before bed
• One bird in the sky
• One button on a shirt

Use the phrase: “I see one ___.”