Roll, Count, and Move
Roll, Count, and Move
Quick Answer
Turn counting practice into a movement game! Children choose a movement, roll a die, and count as they clap, march, jump, stretch, and more. Picture cards, number cards, and a counting mat help children connect quantities with actions and practice stopping at the chosen number.
Use it for circle time, movement breaks, or an active counting lesson.
What’s Inside
This nine-page printable PDF includes:
12 illustrated movement cards with short directions, arranged four per page.
Two quick-play game boards, each featuring six movements paired with dice patterns.
Six number cards showing numerals 1–6 and matching dice patterns.
One counting mat with spaces for a movement card and number card, plus numbered circles to track each action.
A cover page and teacher’s guide with setup directions, counting guidance, and ways to adjust the activity.
Movements include clapping, stomping, marching, jumping, reaching up, tapping knees, heel taps, arm circles, side steps, shoulder shrugs, heel raises, and twisting.
How to Use
Print on 8½ × 11-inch paper, cut apart the cards, and laminate if desired. Add one standard six-sided die.
Choose a movement card and model the action. Roll the die, count or recognize the dots, and do that many movements while counting aloud together. Switch cards and play again!
For the quick-play boards, roll once to choose the movement and roll again to find out how many times to do it.
Use the counting mat for extra support: place a movement card and matching number card in the spaces, then point to one numbered circle for each action. Begin with number cards 1–3 when needed, and offer seated or smaller movements so children can participate comfortably.
Preschool Vibes Standards
5A. We can say numbers in order during counting routines and play.
5C. We can understand that the last number we say tells “how many.”
5E. We can recognize small quantities without counting (as appropriate).
8A. We can move our bodies with balance, coordination, and control.
