The learner understands that the number after a given whole number is its immediate successor, exactly one greater, and can identify it from spoken numbers, written numerals, a counting sequence, or a number line within 0–120. This includes interpreting transitions such as 9 to 10 and 99 to 100, while recognizing that the next number is not formed by changing only the final digit; larger-number generalizations and formal successor notation are beyond this scope.
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