One Take Away One: Discovering Zero

Materials Needed

• Two small groups of safe objects, such as blocks, toy animals, or large buttons
• A paper plate or small tray
• Number cards showing 0 and 1
• Crayons or washable markers
• Paper
• Optional: a short counting song or timer

Learning Objectives

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

• Show that one object means “1.”
• Take one object away from a group of one.
• Say that nothing is left.
• Connect the idea to the number sentence 1 - 1 = 0.
• Explain the idea using objects, words, drawings, or movement.

Success Criteria

The child is successful when they can:

• Count one object correctly.
• Move one object away when asked.
• Say, “Zero are left,” or use another clear way to show it.
• Match the number cards 1, 1, and 0 to the action.

Introduction: The Vanishing Toy

Time: 5 minutes

Place one toy animal or block on the tray. Say:

“Look! I have one toy. Let’s count it: 1.”

Invite the child to touch and count the toy. Then slowly move it away and say:

“The toy went away. How many toys are left?”

Pause and let the child answer. If needed, say:

“None are left. When there is nothing left, we say zero.”

Tell the Child What They Will Learn

“Today we will learn what happens when we take one away from one. We will use toys, move our bodies, and make a number sentence.”

Body: Learn and Practice

1. I Do: Show the Idea

Time: 5 minutes

1. Put one block on the tray.
2. Point to it and say, “I have one block.”
3. Place the number card 1 beside the block.
4. Say, “I take one block away.” Move the block off the tray.
5. Show the empty tray and say, “Now there are zero blocks.”
6. Place the number card 0 beside the empty tray.

Show the number sentence:

1 - 1 = 0

Explain in simple language:

• 1 means we start with one.
• - means take away.
• The second 1 means we take away one.
• 0 means none are left.

Quick Check

Ask:

• “How many blocks did we start with?”
• “How many blocks did we take away?”
• “How many blocks are left?”

Accept spoken answers, pointing, gestures, or showing the correct number card.

2. We Do: Take-Away Treasure Game

Time: 8 minutes

Place one object on the tray. Tell the child:

“This is our treasure. We have one treasure. When I say ‘take away,’ move it into the treasure box.”

1. Invite the child to count the object: “1.”
2. Ask the child to move the object away.
3. Ask, “How many are left on the tray?”
4. Help the child say, “0. None are left.”
5. Build the sentence together: 1 - 1 = 0.

Think-Pair-Share Adaptation

For a classroom or group setting, have children first think quietly, then tell a partner:

“I had 1. I took away 1. Now I have 0.”

3. Movement Activity: One Bunny Hops Away

Time: 5 minutes

Ask the child to pretend to be a bunny.

1. Say, “There is one bunny.” The child stands in one spot.
2. Say, “One bunny hops away!” The child hops to another spot.
3. Ask, “How many bunnies are still here?”
4. Help the child answer, “Zero!”

Repeat with other choices, such as one bird flying away or one car driving away.

4. You Do: Choose a Way to Show the Answer

Time: 8 minutes

Let the child choose one activity:

Choice A: Draw It

The child draws one balloon, crosses it out, and draws an empty space to show zero balloons.

Choice B: Build It

The child places one block on the tray, takes it away, and places the number cards to make 1 - 1 = 0.

Choice C: Act It Out

The child chooses one toy animal. The animal starts on a “home” mat and then moves away. The child explains what happened.

Choice D: Sing It

Sing to the tune of a familiar counting song:

“One little block on the floor, take it away—now there are no more!”

Formative Assessment: Show Me

Give the child one object and ask:

1. “How many do you have?”
2. “Take one away.”
3. “How many are left?”

Watch whether the child can count one, remove one, and identify zero. Offer prompts only when needed.

Real-World Connection

Explain:

“Sometimes we have one snack, and then we eat it. Now there are zero snacks. Sometimes we have one toy, and we put it away. The toy is not here anymore, so there are zero toys in this spot.”

Invite the child to give one example of something that can become zero after one item is taken away.

Differentiation and Support

For a Child Who Needs More Support

• Use only one large, easy-to-see object.
• Use the words “one,” “take away,” and “none” repeatedly.
• Let the child physically move the object.
• Use an empty tray to make zero visible.
• Accept “none,” “nothing,” or an empty-hand gesture as an answer.

For a Child Ready for a Challenge

• Ask the child to create a new story for 1 - 1 = 0.
• Ask, “What number tells us that nothing is left?”
• Invite the child to write or trace the numbers.
• Explore another example, such as taking one toy away from a group of two.

Conclusion: Tell What We Learned

Time: 5 minutes

Place one object on the tray and ask the child to complete the lesson independently:

1. Count the object.
2. Take the object away.
3. Show the number of objects left.
4. Say or build 1 - 1 = 0.

Recap Questions

• “What number did we start with?”
• “What did we take away?”
• “What number means nothing is left?”
• “Can you tell me the whole number sentence?”

End with a cheerful chant:

“One take away one is zero—nothing left, hooray!”

Summative Assessment

Ask the child to demonstrate 1 - 1 = 0 using objects, a drawing, movement, or number cards.

Assessment Checklist

• ☐ Counts one object correctly.
• ☐ Takes one object away.
• ☐ Understands that the empty space shows zero.
• ☐ Says, points to, or builds 1 - 1 = 0.
• ☐ Explains the idea in their own words.

Optional Follow-Up

During the day, look for real examples of zero. For example, count one cracker, eat it, and ask, “How many crackers are left?” Repeat with one toy being put away or one sock being placed in a drawer.