One Is Wonderful: Learning About the Number 1

Materials Needed

• One large paper or card with the number 1
• Small objects such as blocks, buttons, toy animals, or crayons
• Paper and crayons
• Play dough
• One small basket or bowl
• Optional: a favorite book or song about counting

Learning Objectives

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

• Recognize the number 1.
• Say that “one” means a single object.
• Find and count one object.
• Trace or make the shape of the number 1.
• Use the idea of “one” during play and everyday activities.

Success Criteria

I can:

• Point to the number 1.
• Give you one object.
• Count one object by saying, “One!”
• Try to draw or build a number 1.

Introduction: One Special Thing

Adult says: “Today we are learning about the number 1. One means just one thing. Can you show me one finger?”

Invite the child to hold up one finger. Then say:

“One finger! One nose! One sun! One number 1!”

Let the child look around and name things they see that come in ones, such as one door, one table, or one favorite toy.

Quick Question

Ask: “If I give you one block, how many blocks do you have?”

Celebrate the answer: “Yes! You have one block.”

Body: I Do, We Do, You Do

I Do: Watch Me Count One

Place several objects in front of the child.

Adult models:

1. Touch one object.
2. Say slowly, “One.”
3. Move that object into the basket.
4. Point to the number card and say, “This is 1. It means one.”

Repeat with different objects:

• “One car.”
• “One teddy bear.”
• “One crayon.”

Formative check: Hold up one object and ask, “How many?” Look for the child to say or show “one.”

We Do: One-Object Hunt

Say: “Let’s find one thing together!”

1. Choose a safe area of the home.
2. Ask the child to find one object.
3. Have the child bring it to the basket.
4. Touch and count it together: “One!”
5. Place the number 1 beside the object.

Give the child choices:

• “Would you like to find one spoon or one sock?”
• “Would you like to find one red thing or one blue thing?”

Think and talk: Ask, “What did you find? How many did you find?”

We Do: Number 1 With Our Bodies

Use movement to make the learning playful. Say and act out each direction:

• Clap one time.
• Jump one time.
• Spin one time.
• Tap one knee.
• Give one high-five.

After each action, ask, “How many did we do?” Encourage the child to answer, “One!”

You Do: Make One

Invite the child to choose one way to make the number 1:

• Trace the number 1 with a finger.
• Draw the number 1 with a crayon.
• Build the number 1 with play dough.
• Make the number 1 with one block or one craft stick.
• Walk along a large number 1 drawn on the floor.

Simple drawing model:

1. “Start at the top.”
2. “Slant down.”
3. “Make a little line at the bottom.”

Do not require perfect handwriting. Praise effort: “You made a number that looks like 1!”

Hands-On Activity: One in My Basket

Place several groups of objects around the room. Each group can have different numbers of objects.

Say: “Put only one object in your basket.”

1. Let the child choose one group.
2. Ask the child to select one object.
3. Have the child place it in the basket.
4. Count it together: “One!”
5. Repeat with new objects if the child is interested.

Real-world connection: Explain that people use “one” every day: one cup, one coat, one book, or one turn.

Optional Song and Story

Sing to the tune of a familiar simple song:

“One little finger, tap, tap, tap.
One little finger, clap, clap, clap.
Point it up and point it down.
One little finger goes all around!”

Read a short counting book, or look through any picture book and ask the child to find one item on a page.

Formative Assessment: Show Me One

Give the child several quick challenges:

• “Show me one finger.”
• “Give me one block.”
• “Point to the number 1.”
• “Put one crayon beside the paper.”
• “Make one clap.”

Provide gentle feedback:

• “You gave me one block. You counted carefully.”
• “You chose two blocks. Let’s put one back and try again.”

Summative Assessment: My Number 1 Demonstration

Ask the child to complete these three tasks:

1. Point to the number 1.
2. Choose and count one object.
3. Draw, trace, build, or show the number 1 with a finger.

The child meets the goal when they can complete at least two tasks with little help. Continue practicing naturally if the child needs more support.

Differentiation and Support

For a Child Who Needs More Help

• Use only one object at a time.
• Demonstrate the answer before asking the child to try.
• Guide the child’s hand while tracing the number 1.
• Use repeated phrases such as, “One means just one.”
• Offer choices between two objects.

For a Child Ready for More

• Ask the child to find one object of a certain color or type.
• Compare one object with a group of two or three objects.
• Ask, “What happens if we add one more?”
• Invite the child to make a page of one-item drawings.
• Look for the number 1 on calendars, books, signs, or toy packaging.

Conclusion: Tell What We Learned

Gather the child’s work and objects. Review the lesson by saying:

“Today we learned about 1. One means just one thing. We found one object, made one movement, and practiced making the number 1.”

Ask the child:

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

Finish with encouragement:

“You worked hard learning about one. One is a great beginning for counting!”

Everyday Follow-Up

During the day, invite the child to notice “one” naturally:

• Put one napkin on the table.
• Choose one bedtime story.
• Find one shoe or one sock.
• Give one hug or one high-five.
• Look for the number 1 on a clock or calendar.