Counting is one of the most important early math skills. But for preschoolers and kindergartners, counting should be active, hands-on, and full of opportunities for creativity and problem solving, not just reciting numbers in order.
Foundational math skills for early learners include:
• Number Sense & Operations: Counting, number recognition, understanding quantity
• Algebraic Thinking: Recognizing patterns and relationships between numbers
• Data Analysis: Sorting, classifying, and comparing sets of objects
• Geometry & Measurement: Recognizing shapes, sizes, and spatial relationships
Whether you’re a parent at home or a teacher in the classroom, the activities below are standards-aligned, easy to set up, and fun to do.
1. Counting Safari
Skill Focus: One-to-one correspondence, cardinality, number recognition
Materials Needed:
• Animal figurines (e.g., Safari Ltd® TOOBs or Good Luck Minis)
• Mini baskets, cups, bowls, ten frames, or mats labeled with numbers (1–10 or 1–20)
• A visual reference chart with numbers and corresponding quantities
Setup & Instructions:
One-to-One Correspondence:
1. Place the animal figurines in a pile or container.
2. Provide the child with mini baskets, cups, or mats.
3. Invite the child to place one animal in each container, ten frame square, or on a mat. Encourage them to count out loud as they place each animal.
Cardinality:
1. Set up numbered baskets, cups, or mats in numerical order.
2. Have the child add the correct number of animal figurines or counters to each container. For example, the basket labeled "3" should have three animals.
Pro Tips:
• Start with numbers 1–5 for beginners and gradually increase to 10 or 20 as they gain confidence.
• Use seasonal counters or toy animal figures (e.g., farm animals in fall, ocean animals in summer) to keep the activity fresh and exciting.
• Add a challenge by mixing up the numbered containers and asking the child to reorder them before adding animals.
Scaffolding:
• “What happens if we add one more animal to this basket?”
• “Which basket has the most animals? Which has the fewest?”
• “Can you line up the animals from smallest to largest?”
Standards Alignment:
• Pre-K: Count to tell the number of objects (PK.N.CC.1–3)
• Kindergarten: Compare numbers and sets (K.CC.C.6–7)
2. Scoop and Count
Skill Focus: Fine motor skills, stable order principle, quantity comparison
Materials Needed:
• Muffin tin or cups labeled with numbers (1–10 or 1–20)
• Pom-poms, beads, buttons, mini animal figurines, or small erasers
• Spoons, scoops, tongs, or tweezers
• A visual reference chart with numbers and corresponding quantities
Setup & Instructions:
1. Label each section of the muffin tin or cups with a number.
2. Provide the child with a container of pom-poms or other small items.
3. Using a spoon, scoop, or tweezers, have the child place the correct number of items into each labeled section. For example, the section labeled "5" should have five pom-poms.
4. Once they’ve mastered filling the cups in numerical order, mix up the numbers and challenge them to match the quantities without the order as a guide.
Pro Tips:
• Use tongs or tweezers to strengthen fine motor skills.
• Switch up the materials (e.g., beads, buttons, or seasonal items like mini pumpkins or snowflakes).
• Add a timer to make it a fun race against the clock!
Scaffolding Questions:
• “How many more do you need to match this number?”
• “What happens if we take one away?”
• “Can you make two cups have the same number of items?”
Standards Alignment:
• Pre-K: Connect number words and quantities (PK.N.CC.4)
• Kindergarten: Understand addition and subtraction as putting together/taking apart (K.OA.A.1)
3. Sticker Number Match
Skill Focus: Number recognition, matching quantities, one-to-one correspondence
Materials Needed:
• Dot stickers (or any small stickers)
• Paper or index cards
• Marker
Setup & Instructions:
1. Write numbers on a sheet of paper or index card, leaving blank space around each number.
2. Provide the child with a sheet of stickers.
3. Have the child place the correct number of stickers on the paper or index card for each number. For example, under the number "4," they should place four stickers.
4. Encourage them to count out loud as they place each sticker.
Pro Tips:
• Use color-coded stickers to group numbers (e.g., all "2s" are red, all "3s" are blue).
• Let the child choose their own sticker sheet to build engagement and give them ownership.
Scaffolding Questions:
• “Which number needed the most stickers? Why?”
• “Can you make a pattern with the stickers while counting?”
• “What happens if we add one more sticker to this number?”
Standards Alignment
• Pre-K: Recognize and name written numerals (PK.N.CC.3)
• Kindergarten: Write numbers 0–20 (K.CC.A.3)
4. Nature Walk Sort and Tally
Skill Focus: Tally marks, early data collection, comparing quantities
Materials Needed:
- Paper with pre-drawn tally columns
- Clipboard or sturdy writing surface (if tallying while walking)
- Writing tool
- Bag or basket to collect nature items (if collecting first to sort and then tally)
Alternate activity: Collect nature items to sort by type (leaves, rocks, pinecones, etc.) and then tally the totals.
Setup & Instructions:
1. Choose 2–4 items to look for on a nature walk (e.g., rocks, flowers, birds, leaves). Write or draw these items in separate columns on the tally sheet.
2. As you walk, make a tally mark each time you spot one of the chosen items. Encourage the child to count out loud as they make each mark.
3. At the end of the walk, count the tally marks in each column and compare the totals.
Pro Tips:
• Laminate the tally sheet and use dry-erase markers for easy reuse.
• Turn it into a scavenger hunt by adding a checklist of items to find.
• Add a challenge by asking the child to predict which item they’ll find the most of before starting.
Scaffolding Questions:
• “Which item did we find the most of?”
• “Can you show me with your fingers how many flowers we saw?”
• “What happens if we add one more tally mark to this column?”
Standards Alignment:
• Pre-K: Sort and classify objects (PK.MD.B.3)
• Kindergarten: Represent and interpret data (K.MD.B.3)
5. Roll, Count & Build
Skill Focus: Number recognition, subitizing, counting on, early addition
Materials Needed:
• 1 or 2 dice (depending on skill level)
• Building blocks (e.g., LEGO, wooden blocks, or MathLink Cubes)
• A flat surface for building
Setup & Instructions:
1. Start with one die: Roll the die and identify the number shown. Encourage the child to say the number out loud.
2. Count out that many blocks and stack them to build a tower.
3. Continue rolling and building:
4. Roll the die again, count the new number, and add that many blocks to the tower.
Encourage the child to count the total number of blocks in the tower after each roll (e.g., “We had 4 blocks, and we added 3 more. Let’s count to see how many we have now!”).
5. Introduce two dice for early addition:
6. Roll both dice, identify the numbers, and add them together.
7. Build a tower with the total number of blocks.
8. Add variety: Instead of stacking vertically, try building horizontal bridges to span a gap between stacked books. Have them predict how many blocks will be needed to reach across. Challenge the child to create patterns with the blocks (e.g., alternating colors).
Pro Tips:
• Use dice with dots or standard playing cards for subitizing practice (recognizing the number of dots without counting).
• For an extra challenge, use dice with numerals instead of dots to reinforce number recognition.
• Add a timer to see how many blocks they can build in 1 minute for a fun twist!
Scaffolding Questions:
• “If we add two more blocks, how many will we have in total?”
• “What happens if we take away three blocks? How many are left?”
• “Can you count all the blocks in your tower without starting over?”
• “What’s the tallest tower you can build before it falls over?”
Standards Alignment:
• Pre-K: Use numbers to represent quantities (PK.CC.4–5)
• Kindergarten: Compose and decompose numbers 11–19 (K.NBT.A.1)
6. Bean Bag Toss
Skill Focus: Counting, addition, comparing numbers
Materials Needed:
• Bean bags (or indoor-friendly alternatives like rolled socks)
• Buckets, baskets, bins, or bowls labeled with numbers (e.g., 1–10)
• A flat space for tossing
Setup & Instructions:
1. Arrange the buckets in a line or spread them out at varying distances. Label each bucket with a number (e.g., 1–10).
2. Have the child stand a short distance away and toss bean bags into the buckets.
3. After each toss, count the points by adding the numbers on the buckets where the bean bags landed.
4. Repeat the activity, encouraging the child to beat their previous score.
Pro Tips:
• Adjust the distance to make the activity easier or harder.
• Use different colored bean bags and assign each color to a player for a fun competition.
• Add a challenge by asking the child to aim for specific numbers (e.g., “Can you hit the bucket with the number 5?”).
Scaffolding Questions:
• “How many points did you get in all?”
• “Which bucket is the hardest to reach?”
• “What happens if you add 2 more points to your score?”
Standards Alignment:
• Pre-K: Understand more/less (PK.CC.6)
• Kindergarten: Add and subtract within 10 (K.OA.A.5)
7. Hopscotch Numbers
Skill Focus: Number order, skip counting, sequencing
Materials Needed:
• Chalk (for outdoor play) or painter’s tape (for indoor play)
• A flat surface for creating the hopscotch grid
Setup & Instructions:
1. Draw or tape a hopscotch grid with numbers in order (e.g., 1–10).
2. Have the child hop through the grid while calling out the numbers as they land on them.
3. For a challenge, mix up the numbers in random order and ask the child to hop to them in sequence.
4. Introduce skip counting by 2s, 5s, or 10s for older children.
Pro Tips:
• Use themes to make it fun (e.g., draw shapes or animals in the grid).
• Add a “bonus” square with a star or smiley face for extra points.
• Turn it into a group game by timing each child’s hops.
Scaffolding Questions:
• “What comes after 7?”
• “Can you hop to all the even numbers?”
• “What do you land on if you skip the number 3?”
Standards Alignment:
• Pre-K: Understand number sequence (PK.CC.2)
• Kindergarten: Count to 100 by ones and tens (K.CC.A.1)
8. Five Little Monkeys (Music & Math)
Skill Focus: Counting backward, rhythm, subtraction
Materials Needed:
• Song lyrics for “Five Little Monkeys”
• Safari Ltd. Primates TOOB figurines, Monkeys and Apes TOOB figurines, puppets, or printed monkey cutouts
Setup & Instructions:
1. Sing the song “Five Little Monkeys” with the child.
2. Use monkey figurines or puppets to act out the song. Remove one monkey each time a verse is sung.
3. After each verse, count how many monkeys are left.
Pro Tips:
• Change the animals or props to match seasonal themes (e.g., “Five Little Pumpkins” in fall or “Five Little Snowmen” in winter).
• Use a whiteboard or paper to write the subtraction equation for each verse (e.g., 5 - 1 = 4).
• Start with 10 monkeys for a greater challenge.
Scaffolding Questions:
• “If we take one away, how many are left?”
• “What happens if we start with 10 monkeys instead of 5?”
• “Can you show me how many monkeys are left using your fingers?”
Standards Alignment:
• Pre-K: Count backward from a given number (PK.CC.7)
• Kindergarten: Understand subtraction as taking away (K.OA.A.1)
11. Monster Making Math
Skill Focus: Counting, number recognition, one-to-one correspondence
Materials Needed:
- Clay, play dough, or Tutti Frutti Monster Set
- Craft Supplies: Googly eyes, pipe cleaners, buttons, or other small craft items for "monster parts"
- Dice
Setup & Instructions:
1. Provide each child with a ball of playdough to shape into a monster body.
2. Roll a die to determine how many of each body part to add to the monster. For example:
- Roll for eyes and add that many googly eyes.
- Roll for arms and add pipe cleaner arms.
- Roll for buttons or other decorations.
4. Continue rolling and adding parts until the monster is complete.
5. Once finished, count all the parts on the monster (e.g., “How many eyes, arms, and buttons does your monster have in total?”).
Pro Tips:
• Add a challenge by rolling two dice and adding the numbers together to determine how many parts to add.
• Use themed monsters for different seasons (e.g., Halloween monsters, snow monsters in winter).
• Let children name their monsters and describe them to the group.
Scaffolding Questions:
• “What happens if we add one more eye to your monster?”
• “How many arms does your monster have compared to mine?”
• “Can you count all the parts on your monster?”
Standards Alignment:
• Pre-K: Use numbers to represent quantities (PK.CC.4–5)
• Kindergarten: Add and subtract within 10 (K.OA.A.5)
12. Bead Stringing Patterns
Skill Focus: Counting, one-to-one correspondence, pattern recognition
Materials Needed:
• Pipe cleaners or string
• Beads in various colors and shapes
Setup & Instructions:
1. Provide each child with a pipe cleaner or string and a container of beads.
2. Roll a die to determine how many beads to string onto the pipe cleaner.
3. For an added challenge, create a pattern with the beads (e.g., red-blue-red-blue).
4. Once the pipe cleaner is full, count the total number of beads and review the pattern.
Pro Tips:
• Use seasonal or themed beads (e.g., pumpkin beads in fall, snowflake beads in winter).
• Challenge children to create more complex patterns (e.g., red-red-blue, red-red-blue).
• Turn it into a group activity by having children compare their patterns and totals.
Scaffolding Questions:
• “What comes next in your pattern?”
• “How many beads do you have so far?”
• “Can you make a pattern with three colors?”
Standards Alignment:
• Pre-K: Recognize and extend patterns (PK.OA.A.2)
• Kindergarten: Count to tell the number of objects (K.CC.B.4)
13. Story Problem Play
Any season or theme (customize with themed Safari Ltd TOOBS and decorative accent items)
Skill Focus: Counting, addition, subtraction, sequencing, problem-solving
Materials Needed:
• Safari Ltd® TOOB figurines (e.g., animals, settlers, flowers, seasonal themes)
• Small props, such as flower pots, baskets, blocks, natural items, and faux flowers.
Setup & Instructions:
1. Create a short math story for the child to act out with figurines. Example: A farmer planted 4 flowers in a pot.
2. Have the child move the figures to act out the problem.
Pro Tips:
• Let the child invent their own math stories for themselves or their peers.
• Add more steps for kindergarteners (e.g., two additions in a row).
Standards Alignment:
• Pre-K: Represent addition and subtraction within 5 (PK.OA.A.1)
• Kindergarten: Solve addition and subtraction word problems (K.OA.A.2)
14. Match the Dots
Skill Focus: Subitizing, counting, one-to-one correspondence
Materials Needed:
• Paper plates or playing cards
• Markers or dot stickers
• Good Luck Minis or other small figurines
Setup & Instructions:
1. Create dot plates by drawing or placing dot stickers on paper plates (e.g., 1–10 dots per plate) or lay out number standard playing cards.
2. Have the child match Good Luck Minis to the dots on each plate or card, placing one mini on each dot.
3. Once they’ve mastered matching, challenge them to count out the correct number of minis without using the dots as a guide.
Pro Tips:
• Use seasonal or themed minis (e.g., spiders for Halloween, snowmen for winter).
• Turn it into a timed game to see how quickly they can match the minis to the dots.
• Add a challenge by mixing up the plates or cards and asking the child to put them in numerical order.
Scaffolding Questions:
• “How many dots are on this plate?”
• “Can you count the minis without using the dots?”
• “Which plate has the most dots?”
Standards Alignment:
• Pre-K: Recognize and name written numerals (PK.N.CC.3)
• Kindergarten: Count to tell the number of objects (K.CC.B.4)
15. Sorting Station
Season: Rotate by month, theme, or holiday
Skill Focus: Sorting, classifying, graphing
Materials Needed:
• Good Luck Minis® or TOOB figures (e.g., animals, insects, seasonal items)
• Sorting trays or muffin tins
• Chart paper or Blocks (to make a 3D graph)
Setup & Instructions:
1. Have the child sort figurines into categories (e.g., land vs. water animals).
2. Count how many are in each group.
3. Create a simple graph together by coloring in the correct number on chart paper or building a 3D graph with blocks to show the results.
Pro Tips:
• Use the graph to introduce “more than” and “less than” language.
• Encourage the child to predict which category will have the most before sorting.
Standards Alignment:
• Pre-K: Sort objects into categories (PK.MD.B.3)
• Kindergarten: Classify objects and count the number in each category (K.MD.B.3)
Standards Alignment:
• Pre-K: Understand numbers as representing quantity (PK.CC.4–5)
• Kindergarten: Count to tell the number of objects (K.CC.B.4–5)
16. Feed the Puppet
Skill Focus: Counting, subitizing, number recognition
Materials Needed:
• A puppet (or a stuffed animal with an open mouth)
• Playing cards (numbers only, remove face cards)
• Small objects to "feed" the puppet (e.g., pom-poms, beads, mini figures, or small toy food)
Setup & Instructions:
1. Shuffle the playing cards and place them in a pile face down.
2. Have the child draw a card and identify the number.
3. Feed the puppet the corresponding number of objects. For example, if the child draws a 5, they feed the puppet 5 pom-poms.
4. Continue until the pile of cards is gone or the puppet is "full."
Pro Tips:
• Use themed puppets (e.g., a monster puppet for Halloween or a reindeer puppet for winter).
• Encourage the child to subitize (recognize the number of dots on the card without counting).
• Add a challenge by using two cards and having the child add the numbers together to determine how much to feed the puppet.
Scaffolding Questions:
• “How many more does the puppet need to eat to reach 10?”
• “What happens if we feed the puppet one less?”
• “Can you count all the food the puppet has eaten so far?”
Standards Alignment:
• Pre-K: Use numbers to represent quantities (PK.CC.4–5)
• Kindergarten: Add and subtract within 10 (K.OA.A.5)
Why Board Games and Playing Cards Are Great for Early Math Skills
Board Games:
Board games are excellent tools for developing early math skills, as they naturally incorporate counting, number recognition, and sequencing. Games like "Chutes and Ladders" or custom-made paths (such as the "Race to the Finish" activity) help children practice moving spaces, counting aloud, and understanding turn-taking. They also introduce concepts like comparing numbers (e.g., "Who is closer to the finish?") and basic addition (e.g., rolling two dice and adding the numbers).
Playing Cards:
Playing cards are versatile tools for early math learning. They are excellent for subitizing (recognizing the number of dots without counting), number recognition, and comparing quantities. Simple games like "War" (where the higher card wins) or matching games (e.g., matching cards with the same number) reinforce these skills in a fun and engaging way. Cards can also be used for addition and subtraction practice by drawing two cards and performing the operation.
Why It Matters:
Both board games and playing cards make math feel like play, which increases engagement and reduces anxiety around numbers. They also encourage social interaction, turn-taking, and problem-solving, all of which are critical skills for young learners. By incorporating these tools into everyday activities, children build a strong foundation for more advanced math concepts in a fun and stress-free way.
Resources:
Common Core Standards https://www.thecorestandards.org/
