One Wonderful One: Learning the Number 1

Materials Needed

• One favorite toy or stuffed animal
• Large paper or a whiteboard
• Crayon, marker, or pencil
• Small objects to count, such as blocks, buttons, or toy animals
• Play dough or clay
• Paper with the number 1 written on it
• Optional: music for a short counting song

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 number 1.
• Identify examples of “one” in everyday life.

Success Criteria

I can:

• Point to the number 1.
• Give you one object.
• Say, “One!” when I see one thing.
• Make a number 1.

Introduction: Meet One

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

Invite the child to hold up one finger. Say together:

“One finger, one nose, one big smile!”

Show the child one favorite toy or stuffed animal.

Ask:

• “How many toys do I have?”
• “Do I have one toy or two toys?”
• “Can you find one toy for me?”

Body of the Lesson

I Do: Watch Me Find One

Place several objects in front of the child. Pick up only one object.

Adult says: “I have one block. I can count it: one.”

Touch the object as you say the counting word. Then place the object in a separate spot.

Repeat with a toy animal, a crayon, and a button.

Quick Check: Hold up one object and ask, “How many?” Encourage the child to answer, “One.”

We Do: Find One Together

Place several objects in a small group. Work together to choose one object.

Adult says: “Let’s take one block. Touch it and say, ‘One.’”

Try these activities:

1. Find one red object.
2. Find one soft object.
3. Find one toy animal.
4. Put one block in a cup.

After each turn, ask, “How many did we choose?”

Think and Share: Ask, “What is one thing you like to play with?” Let the child answer or point.

Movement Game: Number One Actions

Say an action and have the child do it one time:

• “Clap one time.”
• “Jump one time.”
• “Spin one time.”
• “Touch one toe.”
• “Give one high-five.”

Adult says: “We did each action one time. One means not a lot—just one.”

I Do: Make the Number 1

Show the child a large number 1.

Adult says: “This is the number 1. It looks like a straight line. Watch me make it.”

Slowly draw the number 1 from top to bottom. Say:

“Down we go to make a 1!”

We Do: Trace the Number 1

Invite the child to trace the number 1 with a finger, crayon, or marker.

Try tracing it:

• In the air
• On paper
• In play dough
• On a table using a finger

Give gentle feedback:

“You started at the top and went down. That makes a 1!”

You Do: One Treasure Hunt

Ask the child to find one item for each clue:

• One book
• One shoe
• One blue item
• One round item
• One item they really like

Each time, the child brings back one item and says, “I found one.”

You Do: Create a “One” Picture

Ask the child to draw or build a picture that has exactly one special thing in it. For example:

• One sun
• One tree
• One flower
• One monster
• One favorite toy

The child may draw, use play dough, or build with blocks.

Ask: “What is the one thing in your picture?”

Formative Assessment

During the lesson, check understanding by asking the child to:

• Point to the number 1.
• Give you one object from a group.
• Count one object.
• Show one finger.
• Make or trace the number 1.

If the child gives more than one object, calmly say, “Let’s try again. We need just one,” and model the task.

Summative Activity: Show Me One

Place a small collection of objects in front of the child. Give these directions one at a time:

1. “Show me one block.”
2. “Point to the number 1.”
3. “Hold up one finger.”
4. “Make a number 1.”
5. “Tell me one thing you learned today.”

Success: The child completes most tasks with little or no help and understands that one means a single object.

Differentiation and Choice

For Extra Support

• Use only two choices, such as one block or two blocks.
• Guide the child’s hand while counting and tracing.
• Use the same object repeatedly so the child can focus on the idea of one.
• Say “one” slowly and clearly while touching the object.

For an Extra Challenge

• Ask the child to find one object in each room.
• Ask, “What happens if we add one more?”
• Invite the child to make a picture with one item in several different colors.
• Look for the number 1 on a clock, book, calendar, or package.

Conclusion and Recap

Hold up one finger and say:

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

Ask the child:

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

Finish with this short chant:

“One, one, number one!
One small step, and we are done!”

Optional Follow-Up

Throughout the day, point out examples of one: one cup, one hat, one snack, or one pet. Each time, invite the child to say, “That is one!”