The aim of this article is to advise readers that natural numbers may be introduced as ordinal numbers or cardinal numbers and that there is an ongoing discussion about which come first. In addition, through several examples, the authors demonstrate that in the process of answering the question "How many?" one may, if convenient, use both ordinals and cardinals and seamlessly switch from one to the other. A substantial body of cognitive science studies on the relative order of acquisition of ordinal and cardinal concepts shows that cardinality precedes ordinality (e.g., Colomé & Noël, 2012; Wiese, 2003). In mathematics education research, more studies focused on cardinal knowledge in children than ordinal competence (e.g., Brannon & Van de Walle, 2001; Coles & Sinclair, 2017).