Learning Outcome

Counts forward and backward from a specific number (from11 to 20).

Objective

Children will be able to recall and tell numbers after and before a given number.

Prerequisites

● Numbers from 1 to 20
● Pre-number skills such as one-to-one correspondence, memory skills, and matching skills.

Introduction

Recap of numbers from 1 to 20 through flashcards or objects.

To introduce numbers after and before, the teacher can tell the story given below.

Story: Tina’s Number Adventure

Once upon a time in a beautiful village, there was a curious little girl named Tina who loved numbers. One sunny day, Tina found a magical number line under a big mango tree. The number line had numbers from 1 to 20 that shone when Tina stepped on the number line.

Tina decided to take a magical journey on the number line. As she stood on the number 5, she saw a friendly squirrel.

“Hi, Tina!” squeaked the squirrel. “Can you help me find the number right before 5?”

Tina looked carefully at the number line and said, “Sure! The number right before 5 is 4.”

“Thank you!” said the squirrel, and he scurried off happily.

Tina continued her adventure and soon met a playful bunny. Bella, the bunny was hopping around number 10.

“Hello, Tina!” the bunny called out. “Can you tell me what number comes right after 10?”

Tina smiled and answered, “Of course! The number right after 10 is 11.”

The bunny gave Tina a big bunny hug and hopped away joyfully.

Next, Tina reached the number 15 and saw a cheerful bird perched on a branch.

“Hi, Tina!” chirped the bird. “Can you find out which number is before 15?”

Tina thought for a moment and said, “The number right before 15 is 14.”

The bird flapped his wings and flew off, singing a happy tune.

Finally, Tina arrived at the number 20 and met a wise old owl.

“Hello, Tina,” the owl said slowly. “Can you tell me which number comes right before 20?”

Tina looked at the number line and said, “The number right before 20 is 19.”

The owl smiled and gave Tina a slow, friendly nod before moving on.

As the sun began to set, Tina looked back at her adventure on the magical number line. She had learned so much about numbers and had helped her new friends. Tina knew that every number had a special friend that came before and after it, just like her new friends.

With a happy heart, Tina went back home, knowing that she was now a number expert!

And so, Tina’s number adventure ended, but her love for numbers and helping friends continued to grow.

Note to the teacher: The teacher can do more revision by a game.

• Ask the children to stand/sit in a line.
• The teacher gives a number to one of the children. The child sitting before him should tell the number before and the child sitting after him should tell the number after.

Video: Story – Tina’s Number Adventure – Coming soon

ISL Video: Story – Tina’s Number Adventure – Coming soon

Activity 1: Number Line Hopscotch

Objective: The students will be able to tell the numbers after and before a given number.

Importance of the activity for children:

Helps in developing:

1. Gross Motor skill (hopping, running)
2. Cognitive skills (focus, forward and backward recognition of numbers )
3. Spatial awareness skill (spacing while hopping)
4. Social skills (playing together in a group)
5. Emotional skills (sense of achievement on completion builds self-esteem)

Resources required:
Chalk or tape to draw a hopscotch and a small bean bag to throw at the number line.

Setting for the activity:
The activity can be done indoors or outdoors depending on the availability of space.  

Type of activity: Group activity

Preparation of activity:
The teacher can draw the hopscotch before conducting the activity.

Role of the teacher: Demonstrator and facilitator

Procedure:

1. Use tape to mark numbers 1 to 20 in a straight line on the floor. Alternatively, use markers or a number line mat if available.
2. Ensure the numbers are spaced adequately to allow children to hop from one to the next comfortably.
3. Gather the children and explain that they will be hopping from one number to another on the number line.
4. Show them how to hop along the number line and how to identify the number before or after the one they land on.
5.  Have each child take turns hopping along the number line.
6. When a child lands on a number, tell them to say aloud the number that comes immediately before or after the one they are standing on. For example, if they land on 7, they should say 6 (before) or 8 (after).

Observations:

1. The children will observe while other children do forward and backward counting.
2. The teacher will observe how well the children are able to do forward and backward counting.

Suggested Variations:

Split the class into two groups. One child can be asked to run and stand on one number. First group of children should count backwards (in chorus) from the number on which the child stands. Example: If the child stands on 9, the group
should start counting 8, 7, 6….1. Once they reach number 1, second group should start counting forward from the number on which the child stands till they reach 20. That is, 10, 11, 12….20. The game can be repeated with another number at the start.

Conclusion:
The children will learn to tell the numbers that come before and after a specific number.

Video: Number line hopscotch – Coming soon

ISL Video: Number line hopscotch – Coming soon

Activity 2: Put the pieces in order

Objective: 
To match the puzzle pieces by finding the numbers that come before and after.

Importance of the activity for children:

Helps in developing:

1. Cognitive skills (focus, attention, recall while matching)
2. Fine motor skill (gripping, holding and moving while matching)
3. Visual discrimination skills (recollecting visual symbols while matching)
4. Social skills (playing together in a group)
5. Emotional skills (sense of achievement on completion builds self-esteem)

Resources required: Puzzles (1 to 20)

Flashcards: Printable puzzles: Put the puzzle pieces in order – Coming soon

Setting for the activity: 
The activity can be done in the classroom.

Type of activity: Group/pair activity depending upon the puzzles sets. 

Preparation of activity:
The teacher should have the puzzles ready.

Role of the teacher: Demonstrator and facilitator

Procedure:

Children can work in groups and match the puzzle pieces by finding the numbers that come before and after.

Observation:

1. The children will observe each other while trying to match the number in the puzzle.
2. The teacher will observe how well the children are able to do forward and backward matching.

Suggested variations:
The teacher can set a timer and challenge the children to complete the matching activity within a certain timeframe.

Conclusion:
Children would learn to match the puzzle pieces by finding the numbers that come before and after.

Home Activity

Home activity: Practice worksheet – Coming soon

Home activity: Practice worksheet (Enlarged) – Coming soon

Cross-Curricular Connection:

Games/Physical education class:
20 children can play the game at a time. Each child is given a card with a number written on it. [20 cards with numbers 1 to 20 are to be kept ready]. The teacher announces a number, say 12. The child with the number card 12 stands stationary holding the card up. Other children run around. The children who hold cards from 1 to 11 should stand on the right side of the child holding card 12 and arrange themselves in a sequence from 1 to 11 and children who hold cards from 13 to 20 should stand on the left side of the child holding card 12 and arrange themselves in a sequence from 13 to 20. Forward and backward counting and sequencing can be learnt in a fun way.

Assessment: Worksheet – Coming soon

Assessment: Worksheet (Enlarged) – Coming soon

Check list for teacher:

Activity	Yes	No	Sometimes
Children can:
Recall and tell numbers from 11 to 20
Tell numbers before and after a given number
Identify the missing number in the sequence
Focus on the activity
Complete the activity in the given time
Do the activity independently
Express verbally and through actions, expressions or gestures

Adaptations for addressing learner variability: Adaptations and strategies – Coming soon

Teacher Resource Document

Source and Attribution of images: All images used in the above Assets and Aids are originally created.

This digital material has been developed by the Sri Sathya Sai Vidya Vahini Inclusive Education Project, a unit of Sri Sathya Sai Central Trust, Prasanthi Nilayam, as a collaborative offering in the service of our nation.