Counting is a fundamental component in the process of building number concepts. Young children use counting to make sense of quantities. This is done by first recognizing the location of numbers in the counting sequence, followed by connecting counting and cardinality.
 

Cardinality refers to an understanding that the last number counted also indicates the number of items in the set, and it is an important conceptual understanding about number. Developing students' understanding of cardinality must be an instructional focus when teaching children to build and count quantities up to five.
 

It is important for children to experience numbers and counting in multiple contexts. Encourage students to count everything in the classroom as well as in other areas of the school building and outdoors. For example, counting out items for the snack table is a purposeful counting task for students, which is a critical understanding we want them to have. Students must also experience counting for a variety of reasons such as counting to tell how many, what position (first, second, etc.), and counting to organize groups.
 

Resources:
S. Chapin & A. Johnson. Math Matters: Understanding the Math You Teach. Sausalito, CA: Math Solutions Publications, 2000.