One Wonderful One: Learning the Number 1

Materials Needed

• Number card showing 1
• One toy, block, stuffed animal, or household object
• Small collection of safe objects, such as blocks, buttons, or toy animals
• Paper and a crayon or washable marker
• Play dough or modeling clay
• Optional: a short counting song about the number one

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 a simple number 1.
• Connect the idea of “one” to everyday life.

Success Looks Like

The child is successful when they can:

• Point to the number 1 when given several number cards or drawings.
• Give the adult one object.
• Say, “I have one.”
• Make or trace a recognizable 1 with help or independently.

Introduction: One Special Thing

Time: 5 minutes

Hold up one favorite toy or object and say:

“Look! I have one teddy bear. One means just one. Today we will have fun learning about the number 1!”

Invite the child to look around and find one special thing. Ask:

• “Can you find one toy?”
• “Can you show me one finger?”
• “Can you say, ‘one’?”

Show the number card and say:

“This is the number 1. It tells us about one thing.”

Body: Learn and Practice

I Do: Watch Me Count One

Time: 5 minutes

Place one object in front of the child. Touch it and say slowly:

“One.”

Show the numeral 1 beside the object.

Model several examples:

• One block
• One spoon
• One sock
• One toy animal

Explain in simple language:

“When we see one thing, we can use the number 1.”

Quick Check: Hold up one object and ask, “How many?” Give the child time to answer. If needed, model: “One!”

We Do: Find One

Time: 8 minutes

Place a small group of objects nearby. Ask the child to choose one object.

Use this routine:

1. Ask, “Can you pick one?”
2. Have the child pick up one object.
3. Touch the object together.
4. Say, “One!”
5. Place the number 1 beside it.

Repeat with different objects. Mix in a few groups of two or three objects and ask:

• “Can you give me one block?”
• “Is this one?”
• “Show me one toy animal.”

Think-and-Talk: Ask the child to name something they have one of, such as one nose, one mouth, or one favorite toy.

Movement Game: One-Step Adventure

Time: 5 minutes

Give one-step directions. Let the child move after each direction:

• Take one step.
• Clap one time.
• Jump one time.
• Touch one table leg.
• Give one high-five.

Emphasize the word “one” each time. Then invite the child to give you one-step directions.

We Do: Make the Number 1

Time: 8 minutes

Use play dough to make a long “snake.” Help the child bend or place it to look like the number 1.

Say:

“A number 1 can look like a straight line with a little line at the top.”

Next, draw a large 1 slowly while saying:

“Down, down, down. This is 1.”

Let the child:

• Trace the number 1 with a finger.
• Trace it with a crayon.
• Draw a number 1 in the air.
• Make a number 1 with play dough.

You Do: One Treasure Hunt

Time: 8–10 minutes

Invite the child to find objects around the home. The child may choose a room or area to explore.

Give these directions:

1. Find one safe object.
2. Bring it to the learning space.
3. Tell what it is.
4. Say, “I found one ___.”
5. Place the number 1 next to it.

Repeat two or three times with different objects. Encourage the child to choose the objects, giving them ownership of the activity.

Real-World Connection: Talk about examples of one:

• One sun
• One moon
• One nose
• One toothbrush used at a time
• One person’s turn

Formative Assessment: Show Me One

Time: 5 minutes

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

• Point to the group with one object.
• Give you one object.
• Point to the number 1.
• Show one finger.
• Say the word “one.”

Give specific feedback:

• “You gave me exactly one block.”
• “You found the number 1.”
• “You counted carefully.”

Summative Activity: My Number 1 Page

Time: 8 minutes

Give the child a piece of paper. Help them complete a simple number 1 page:

1. Write or trace one large number 1.
2. Draw one favorite object beside it.
3. Color the drawing.
4. Tell an adult what they drew.

Ask:

• “What number did you make?”
• “How many objects did you draw?”
• “Can you point to one thing in your picture?”

Differentiation and Support

For a Child Who Needs More Support

• Use only one object at a time.
• Guide the child’s hand while counting and tracing.
• Use repeated language: “One means just one.”
• Offer choices: “Do you want one block or one spoon?”
• Celebrate pointing, showing one finger, or copying the word “one.”

For a Child Ready for More

• Ask the child to find the number 1 among other numerals.
• Invite the child to sort groups into “one” and “not one.”
• Ask the child to make a set of one object independently.
• Look for the number 1 on a calendar, book, clock, or package.
• Practice writing 1 without tracing.

Conclusion: Tell What We Learned

Time: 3–5 minutes

Gather the child’s number 1 page and one object. Say:

“Today we learned that one means just one. We learned that the numeral 1 shows one thing. We found one object, moved one time, and made a number 1.”

Invite the child to complete these sentences:

• “One means…”
• “I can show one by…”
• “The number 1 looks like…”

Finish with one clap and say:

“You did one wonderful job learning about 1!”

Optional Follow-Up Activities

• Read a counting book and look for pages showing one object.
• Put one toy in each small box or cup.
• Make a snack plate with one chosen food item.
• Search for the number 1 during a walk or around the home.
• Sing a counting song and pause after the word “one.”