One Wonderful Number: Learning About 1
Materials Needed
- Large paper or a whiteboard
- Crayon or washable marker
- Small objects such as blocks, buttons, toy animals, or pom-poms
- Number cards or a piece of paper with the number 1
- Play dough or modeling clay
- Paper and crayons
- One favorite toy or stuffed animal
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the number 1.
- Count one object correctly.
- Show one object when asked.
- Trace or make the shape of the number 1.
- Connect the number 1 to real-life examples.
Success Criteria
“I can…”
- “I can find the number 1.”
- “I can count one thing.”
- “I can show one finger.”
- “I can make a number 1.”
Introduction: One Special Thing
Hook: Hold up one favorite toy or stuffed animal.
Say: “Look! I have one toy. One means just one. Today we are going to have fun with the number 1!”
Ask:
- “Can you hold up one finger?”
- “Can you find one toy?”
- “How many noses do you have?”
Explain in simple language: “The number 1 tells us there is one thing. Not two. Just one.”
Body
I Do: Watch Me
Place one block on the table.
Say slowly: “I see one block. I touch it one time: one.”
Show the number card or write 1 on paper.
Say: “This is the number 1. It tells us there is one thing.”
Model how to draw it:
- “Start at the top.”
- “Go down.”
- “Add a little line at the bottom.”
Draw the number 1 while saying: “Down, down, number 1!”
We Do: Count Together
Place several objects in front of the child.
Say: “Let’s choose one. Touch only one object.”
Try several rounds:
- “Give me one block.”
- “Put one pom-pom in the cup.”
- “Show me one toy animal.”
- “Tap the table one time.”
After each response, count together: “One!”
Quick check: Show the number card and ask, “What number is this?” If needed, say, “This is 1. Can you say 1?”
Movement Game: One-Step Adventure
Give one direction at a time. Invite the child to move:
- Take one jump.
- Clap one time.
- Spin one time.
- Take one big step.
- Give one high-five.
After each action, say: “You did it one time!”
We Do: Find One
Look around the room together. Find things that come in groups of one.
Possible examples include:
- One door
- One table
- One lamp
- One favorite toy
- One nose
Use the sentence frame: “I found one ______.”
You Do: Make the Number 1
Invite the child to choose one way to make the number 1:
- Trace a large number 1 with a crayon.
- Make a number 1 using play dough.
- Build a number 1 with blocks.
- Draw a number 1 in the air with a finger.
- Form a number 1 using one long piece of yarn.
Give simple encouragement:
- “You started at the top.”
- “You made one long line.”
- “You are making the number 1.”
Creative Activity: One-Thing Picture
Give the child paper and crayons. Ask the child to draw a picture with one main object, such as:
- One sun
- One flower
- One balloon
- One pet
- One ice cream cone
When finished, ask: “What is your one thing?” Help the child describe it using the sentence: “I drew one ______.”
Formative Assessment
During the activities, observe whether the child can:
- Point to the number 1.
- Show one finger.
- Give one object when asked.
- Count one object without adding more.
- Attempt to draw or form the number 1.
If the child is unsure, offer choices: “Is this 1 or 2?” Then repeat the activity with one large, easy-to-handle object.
Summative Assessment: The Number 1 Challenge
Invite the child to complete these five challenges:
- Find the number 1.
- Hold up one finger.
- Give one object.
- Take one jump.
- Make or draw the number 1.
Celebrate each attempt. The child does not need to make a perfect written number. Recognizing one object and understanding “one” are the main goals.
Differentiation and Choice
For Extra Support
- Use only two choices, such as one block and two blocks.
- Use large objects that are easy to see and touch.
- Guide the child’s hand while tracing the number 1, if welcomed.
- Repeat the phrase: “One means just one.”
- Allow pointing, showing, or speaking as ways to answer.
For More Practice
- Ask the child to find one object in different rooms.
- Ask, “What would happen if we added one more?”
- Invite the child to sort one object from a group.
- Look for the number 1 on books, clocks, signs, or calendars.
Conclusion and Recap
Hold up the number card again and ask:
- “What number did we learn?”
- “How many things does 1 mean?”
- “Can you show me one finger?”
Say: “Today we learned that the number 1 means one thing. We counted one, found one, moved one time, and made the number 1.”
Finish with a cheerful chant:
“One little finger, one big smile, learning number 1 is worthwhile!”
Optional Real-World Follow-Up
Throughout the day, invite the child to look for the number 1 or find one object. For example, ask, “Can you bring me one spoon?” or “Can you find one red crayon?”