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What does 'after' mean?
When we ask which number comes after 7, we mean the next number when counting forward. Counting forward means saying numbers one by one in order: 1, 2, 3, 4 and so on. The number after 7 is 8 because 8 comes next.
Children practise by using objects like blocks or fingers. Place seven blocks in a row and add one more; the new block shows the number after. A number line is also helpful: start at a number and move one step to the right to reach the number after. Practise with different starting points helps build quick recognition. Counting songs, clapping while counting and games where children give the next number make learning fun. Remember that every number (except some larger concepts we meet later) has a clear next number when counting by ones.
Use the word 'after' in sentences: "After 10 comes 11." Encourage children to say this aloud and point on a line or in a picture. Repeat with many examples up to 20 so children become comfortable finding the number after any given number in this range.
What does 'before' mean?
When we ask which number comes before 12, we look for the number just one step back when counting backwards: 11. Counting backwards means saying numbers in the reverse order: 10, 9, 8, 7 and so on. We move one step to the left on a number line to find the number before.
Use fingers, beads or steps to practise. If a child stands on the fifth step and moves one step down, they reach the fourth step — this shows the number before. Counting backward songs and games (for example, rocket countdown) help children get used to this idea. Begin from different numbers and repeat often so that saying the number before becomes quick and natural up to 20.
Teach the sentence pattern: "Before 14 comes 13." Show several examples and ask learners to find the number before many different numbers. Remind them that finding the number before is the same as subtracting one from the number in this class.
Finding numbers between two others
Sometimes we are asked to name the number or numbers between two given numbers, for example between 4 and 7. To find numbers between 4 and 7, count forward from 4 but stop before 7: 5 and 6 are between them. We can write them as 5, 6. If the numbers are next to each other, like 8 and 9, there is no number between them.
Use objects to show the idea: place four red blocks and then three more blocks for 5, 6, 7; the blocks that lie between the first and the last are the numbers between. A number line also helps — mark the two numbers and see which dots sit between them. Children should practise finding one number between two that differ by 2 (for example between 3 and 5 the number is 4) and finding two numbers between numbers that differ by 3 or more.
Give many short exercises: between 1 and 4, between 10 and 13, between 0 and 3. Encourage answers in order. This builds number order sense and prepares for adding and subtracting later.
What are neighbours?
Neighbouring numbers are those next to a number. The left neighbour is one less (to the left on a number line); the right neighbour is one more (to the right). For 12, the left neighbour is 11 and the right neighbour is 13. Saying neighbours helps children see number order clearly.
Use a simple house or train picture: each house has a number and the houses next to it are neighbours. Ask children: "Who lives to the left? Who lives to the right?" This makes the idea visual and fun. Practise by giving a number and asking for both neighbours, for example "Neighbours of 5" answer "4 and 6." For numbers 0 and 20 (limits), discuss carefully: 0 has a right neighbour 1; if class works only up to 20, say that we will handle numbers beyond 20 later.
Activities include neighbour bingo and matching cards. Use a number line so children point left and right to find neighbours. Explain that left means minus one and right means plus one when they are ready for words like plus and minus.
Number line as a tool
A number line shows numbers in order on a straight line with equal spaces between each number. It helps find the number before by moving one step left, the number after by moving one step right, and the numbers between by looking at the dots that lie between two marks. Number lines can be drawn on the board, printed on worksheets, or made with tape on the floor for a physical activity.
Teach children to place a finger or a peg at a number and then hop one step to the right for after, one step to the left for before. For between, mark the two ends and count the marks between. Use number lines up to 20 but begin with shorter lines (0–10) so students are not confused. Encourage drawing their own simple lines and labelling numbers; this builds confidence and shows visually how numbers are ordered.
Make exercises where students draw a number line and use it to answer questions like "Which number comes after 14?" or "What numbers are between 2 and 6?" This hands-on use of the line makes abstract ideas concrete for young learners.
Learning with games and patterns
Fill-the-missing-number exercises help children see patterns and practise before, after and between. Simple patterns such as 1, 2, __, 4 ask for the number after adding one each time. Patterns that count backwards like 9, __, 7 show the number before is needed. Games make these exercises lively: pass a ball and say the next number, or place cards in order and leave gaps for children to fill.
Use picture cards, beads or chalk on the ground. Make pairs or small groups; one child hides a card and others say which number is missing. Patterns can be small (up to 20) and should change direction: sometimes forwards, sometimes backwards. Also use sequences with two blanks (for example 3, __, __, 6) to train children to find two numbers between. Praise quick correct answers and gently correct errors by showing the number line or objects.
These activities build speed and accuracy with neighbours and sequencing. They also prepare students for simple addition and subtraction when they understand how each step changes the number by one.
Which number is bigger or smaller?
When children know neighbours, they can compare numbers easily. A number with more steps to the right on the number line is greater. For example 9 is greater than 7 because 9 is two steps right of 7. Using neighbours, if you know a number's right neighbour is larger and the left neighbour is smaller, you can decide which of two numbers is bigger by looking at their positions.
Practice with pairs: ask "Which is greater, 6 or 8?" and use a number line or count to check. Also ask "Which is smaller?" Encourage words like greater, smaller, more and less. Use real objects: if one child has 5 pencils and another has 7, who has more? Relating numbers to objects makes comparison meaningful.
Give simple comparison exercises including neighbours: "Which is larger, 7 or the left neighbour of 9?" (Answer: 9's left neighbour is 8, so 8 compared with 7: 8 is larger). These help children think quickly and prepare them for subtraction and addition tasks later.
Using numbers in daily life
Numbers before, after and between appear everywhere: staircase steps, seats in class, pages in a book and house numbers. Ask children to look around and tell the number after the page they are on or the seat number to their left. When children count toys, find a missing toy, or set the table, they practise these skills naturally.
Make simple worksheets and hands-on activities: number cards to order, missing-number boards, peg-a-number, and number-line floor games. Use story situations: "A train has 3 carriages now, after one more comes how many?" Make counting part of routine tasks so children see the use of before, after and between beyond the classroom. Keep activities short and varied to hold attention.
Encourage parents to ask quick questions at home: "What comes after 11?" or "What numbers are between 4 and 7?" This repetition helps the child become confident and ready for more advanced number work later on.