One Wonderful Number: Learning About 1

Materials Needed

• Number card showing 1
• One small toy or household object, such as a block, spoon, or stuffed animal
• Several safe objects for counting
• Paper
• Crayons or washable markers
• Play dough or modeling clay
• Optional: a small basket or bowl

Learning Objectives

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

• Recognize the numeral 1.
• Say that 1 means “one.”
• Count one object correctly.
• Find or make groups with one object.
• Trace, draw, or build the shape of the numeral 1.

Success Criteria

The child is successful when they can:

• Point to the number 1 when asked.
• Give or choose one object.
• Say, “This is one.”
• Make a group containing exactly one object.
• Make a recognizable attempt at writing or building 1.

Introduction: The Mystery of One

Time: 5 minutes

Place one favorite toy in front of the child. Hide the rest of the toys.

Say:

“Look! I found one toy. One means just one. Can you show me one finger?”

Invite the child to hold up one finger. Count slowly together:

“One!”

Tell the child:

“Today we will play with the number 1. We will find one thing, count one thing, and make the number 1.”

Body of the Lesson

Part 1: I Do — Meet the Number 1

Time: 5 minutes

1. Show the number card with 1.
2. Trace the numeral in the air with your finger.
3. Say, “This is the number 1. We say one.”
4. Place one object beside the card.

Use simple talking points:

• “One is a number.”
• “One means just one.”
• “I see one block.”
• “I have one nose.”
• “I have one mouth.”

Quick check: Ask, “Can you point to the number 1?” Then ask, “How many blocks do you see?” Help the child answer, “One.”

Part 2: We Do — One-Object Hunt

Time: 7 minutes

Invite the child to search for one object at a time around the home.

Say:

“Let’s go on a one-object hunt. Find one safe thing and bring it to the basket.”

After each object is found, place only one item in the basket and count it together:

“One spoon.” “One sock.” “One book.”

Repeat with several safe objects. If the child brings more than one, gently say:

“You brought two. Let’s put one in the basket. Now we have one.”

Think and talk:

• “Can you find one red thing?”
• “Can you find one soft thing?”
• “Can you find one toy?”

Part 3: We Do — One or More?

Time: 5 minutes

Make small groups of objects. Some groups should have one object, and some should have two or three.

Point to each group and ask:

“Does this group have one?”

Encourage the child to check by touching and counting each object.

Use playful examples:

• One teddy bear: “One!”
• Two blocks: “Not one. There are two.”
• One crayon: “One!”

Movement option: Ask the child to do one action, such as one jump, one clap, or one spin. Say the action together:

“One jump!” “One clap!” “One spin!”

Part 4: You Do — Make the Number 1

Time: 8 minutes

Let the child choose one of the following activities.

Choice A: Crayon 1

Draw a large dotted numeral 1. Invite the child to trace it, then try drawing one independently.

Use a simple writing cue:

“Start at the top. Go down. Number 1!”

Choice B: Play Dough 1

Help the child roll one long piece of play dough and shape it into the numeral 1.

Choice C: Finger Paint 1

The child may use one finger to trace the numeral 1 on paper or in a small amount of washable paint.

Choice D: Build One

Ask the child to build a tower using exactly one block. Then ask:

“How many blocks are in your tower?”

Celebrate the answer: “One block!”

Part 5: Real-World Practice — One for Each

Time: 5 minutes

Use a familiar daily task, such as setting a place for a toy, feeding a stuffed animal, or preparing a snack.

Say:

“The teddy bear needs one spoon. Can you give the teddy bear one spoon?”

Try other examples:

• “Give the doll one cup.”
• “Put one napkin on the table.”
• “Choose one apple or one cracker.”
• “Put one toy in the basket.”

This connects the number 1 to real-life activities.

Formative Assessment

Check understanding throughout the lesson by asking the child to:

• Point to the numeral 1.
• Hold up one finger.
• Choose one object from a group.
• Count one object without adding another.
• Tell whether a group has one object or more than one.

Give specific feedback:

• “You chose exactly one block.”
• “You touched the object once while counting.”
• “You found the number 1.”
• “Your number 1 starts at the top and goes down.”

Conclusion: Show What You Know

Time: 5 minutes

Place the number card, several objects, and the child’s drawing in front of them.

Ask the child to complete these tasks:

1. “Show me the number 1.”
2. “Give me one object.”
3. “How many objects did you give me?”
4. “Can you make one clap?”
5. “Can you draw or point to your number 1?”

Recap together:

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

End with a cheerful chant:

“One finger, one clap, one big smile! Number 1 is fun!”

Differentiation and Support

For a Child Who Needs More Support

• Use only two choices: one object and a group with more than one.
• Guide the child’s hand while counting and tracing.
• Use large objects that are easy to see and touch.
• Repeat the words “one” and “just one” often.
• Allow pointing, speaking, showing fingers, or handing over an object as valid answers.

For a Child Ready for More

• Ask the child to find one object of a certain color, shape, or texture.
• Invite the child to compare one and two.
• Ask the child to draw one object and write the numeral 1 beside it.
• Play a simple matching game by matching one object to the numeral 1.
• Ask, “What is one thing you like to do?”

Optional Follow-Up Activities

• Count one item during meals, such as one cup or one spoon.
• Read a counting book and look for pages showing one object.
• Make a “number 1” collage using one sticker, one leaf, or one piece of paper on each page.
• Take turns giving each other one safe object.
• Look around the home for body parts that come in ones, such as one nose or one mouth.