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Regents' Center for Early Developmental Education

Before or After (1st Grade)

Recommended # of players: 2 - 4
Before or After

Before or After is a fairly simple game that will be interesting and challenging for children who are just beginning to count and understand the sequence of numbers.

Numeric Sequence: With each turn, students will be required to know the number before or after the card that is flipped. This gives them the opportunity to practice their knowledge of the numeric sequence. This game can be appropriate for preschoolers and kindergarteners who are capable of playing games that involve turn taking. 

Click the below icons to print out cards, card backs, rules and notes.

Before or After cards

Before or After:  Cards

Before or After card backs

Before or After:  Card backs

Before or After rules

Before or After:  Rules

Before or After notes

Before or After:  Notes

Standards Addressed: 


Counting and Cardinality 

Know number names and the count sequence.

  • K.CC.1. Count to 100 by ones and by tens.
  • K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Count to tell the number of objects.

  • K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality.
    • When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
    • Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
    • Understand that each successive number name refers to a quantity that is one larger.
  • K.CC.5. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 to 20, count out that many objects.

Compare numbers

  • K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

Operations and Algebraic Thinking 

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

  • K.OA.1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
  • K.OA.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
  • K.OA.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
  • K.OA.5. Fluently add and subtract within 5.

First Grade

Operations and Algebraic Thinking 

Add and subtract within 20.

  • 1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
  • 1.OA.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).