DIY games to kickstart counting skills in your toddler

Learning to count is a big early-childhood milestone, and a lovely way for toddlers and preschoolers to start building maths. But counting by rote — reciting “one, two, three” like a rhyme — isn’t the same as understanding what numbers actually mean. That deeper understanding is called number sense, and it matters: a child’s early number sense is one of the strongest predictors of their later maths achievement. The best part? You build it through play. Here are five easy games that make numbers meaningful — and fun.

1. Memory match

Make two sets of cards numbered 1–10 (go higher if your child is ready). Shuffle, lay them face down, and take turns flipping two at a time. A match is a keeper; no match, flip them back. It’s counting practice wrapped in a memory game.

2. Dice rolls

All you need is a die and something to keep score. Roll and count the dots, add two dice together, or guess what’ll come up next. Simple, endlessly variable, and great for linking a number to a quantity.

3. 1-2-3 on my tree

Take turns picking a number (1–10), then count out that many things from around the room or garden — five leaves, five books, five spoons. First to reach ten wins. Counting real objects is exactly how children learn that “five” means five things.

4. Lemonade stand

Set up a little stand with items to “sell”, and use real or pretend coins. Children take turns buying and adding up their totals — a playful first taste of addition (and budding entrepreneurs).

5. Counting down from ten

“I’m going to count down from ten…” — then take turns counting back to zero. A gentle, fun introduction to subtraction.

Counting doesn’t have to be a chore. With these five games, your little one builds real numeracy — understanding what numbers mean, not just how to say them — without even realising it.

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Sources

  1. Encyclopedia on Early Childhood Development — Early Predictors of Mathematics Achievement; Starr et al., Number sense in infancy predicts mathematical abilities in childhood, PNAS 2013