One Is Wonderful! Learning the Number 1

Materials Needed

• Large paper or a whiteboard
• Crayon or washable marker
• Small objects, such as blocks, buttons, toy animals, or toy cars
• Number cards or a piece of paper with the number 1
• Play dough or modeling clay
• Paper and crayons
• Optional: a favorite song or music for movement

Learning Objectives

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

• Recognize the number 1.
• Say the number name “one.”
• Count one object accurately.
• Make or trace the numeral 1.
• Show one item when asked.

Success Looks Like

• “I can say one.”
• “I can find the number 1.”
• “I can give you one thing.”
• “I can make a number 1.”

Introduction: One Special Thing

Time: 5 minutes

Show the child one interesting object, such as a toy animal or a colorful block.

Say: “Look! I have one toy. One means just one. Today we will learn about the number 1.”

Ask:

• “How many toys do I have?”
• “Can you hold up one finger?”
• “Can you find one thing near you?”

Invite the child to look around and choose one object. Celebrate the answer: “You found one!”

Body of the Lesson

Part 1: I Do—Meet the Number 1

Time: 5 minutes

Show a large numeral 1.

Say: “This is the number 1. We say, ‘one.’ One looks like a straight line.”

Use your finger to trace the number in the air while saying:

“Down we go to make a 1!”

Model counting one object:

1. Place one block on the table.
2. Touch the block.
3. Say, “One.”
4. Move the block aside and say, “We counted one block.”

Quick Check: Ask, “How many blocks are here?” Help the child answer, “One.”

Part 2: We Do—Find One

Time: 7 minutes

Place small groups of objects on the table. Some groups should have one object, while others have two or three.

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

Take turns pointing to groups. Ask:

• “Which group has one?”
• “Which group has more than one?”
• “Can you give me one block?”

Give gentle feedback:

• If correct: “Yes! You gave me one block.”
• If unsure: “Let’s touch and count. One. There is one block.”

Think and Talk: Ask the child to name something they have only one of, such as “one nose,” “one sun,” or “one favorite teddy bear.”

Part 3: We Do—Move Like Number 1

Time: 5 minutes

Play music or clap a steady beat. Give movement directions using the number one:

• Take one jump.
• Clap one time.
• Stomp one foot.
• Spin around one time.
• Touch one ear.

Pause after each direction and ask, “How many times did we jump?” Encourage the child to answer, “One!”

Part 4: I Do, We Do, You Do—Make the Number 1

Time: 8 minutes

I Do

Draw a large number 1 slowly.

Say: “Start at the top. Draw a straight line down. This makes a 1.”

We Do

Invite the child to trace the number 1 with a finger. The child may trace it on:

• Paper
• The table
• A tray of play dough
• The air

You Do

Ask the child to make a number 1 independently using one of these choices:

• Draw it with a crayon.
• Build it with play dough.
• Make it with blocks.
• Trace it with a finger.

There is no need for perfect handwriting. Praise effort and direction: “You started at the top and went down!”

Part 5: One-Object Treasure Hunt

Time: 7 minutes

Invite the child to choose one object from each safe area of the room.

Say: “Find one red thing.” Then try:

• One soft thing
• One toy
• One round thing
• One thing you like

After each find, count it together: “One! You found one soft thing.”

Let the child choose one category for you to find. This gives the child a chance to lead the game.

Creative Activity: One Special Picture

Time: 5–8 minutes

Give the child paper and crayons. Ask the child to draw one special thing.

Possible choices include:

• One sun
• One flower
• One pet
• One house
• One favorite toy

Write the number 1 on the paper and say, “You drew one special thing.”

Assessment

Formative Checks During the Lesson

• Ask the child to point to the number 1.
• Ask the child to hold up one finger.
• Ask the child to give you one object.
• Ask, “How many?” after counting a single object.
• Watch whether the child can make a line that looks like 1.

End-of-Lesson Demonstration

Place three groups of objects in front of the child. Ask the child to:

1. Point to the group with one object.
2. Choose the card or paper showing the number 1.
3. Give you one object.
4. Say the number name.
5. Draw or build the number 1.

Differentiation and Support

For a Child Who Needs More Support

• Use only two choices: one object and a group with two objects.
• Count slowly while touching the object.
• Use hand-over-hand guidance for tracing, if the child agrees.
• Focus on showing one object before practicing writing the numeral.
• Repeat the same activity on another day for short periods.

For a Child Ready for More Challenge

• Ask the child to find one object that is big, small, soft, or blue.
• Compare one object with a group of two or three objects.
• Invite the child to write the number 1 without tracing.
• Ask, “What happens if we add one more?”
• Have the child create a page showing one of several different objects.

Conclusion and Recap

Time: 3 minutes

Hold up the number 1 and review the lesson.

Say: “Today we learned the number 1. One means just one. We found one thing, moved one time, and made the number 1.”

Ask the child to finish these sentences:

• “The number we learned is ____.”
• “One means ____.”
• “I can show one by holding up ____ finger.”

End with a cheerful celebration: “You did one wonderful job learning about 1!”

Optional Follow-Up

During the day, look for examples of one: one spoon at snack time, one door, one pet, or one moon in a drawing. Each time, say together, “That is one!”