In many prekindergarten classes, children begin the day by singing a song as part of their opening routine. In reflecting on opening routines in public prekindergarten classrooms across Michigan, the authors have been struck by how often small changes in teachers' routines or materials could enrich the mathematical engagement of children. The goal of this article is to highlight the importance of developing meaningful counting in prekindergarten and to discuss some ways to adapt common prekindergarten routines to increase opportunities for children to do meaningful counting. The hope is to demonstrate that early childhood teachers can attend to counting in meaningful ways while maintaining a lively, child-centered approach to prekindergarten.