This article considers skills and abilities of young children with number in the areas of cardinality and ordinality. Responses to number tasks by a sample of 3- and 4-year-old children are described to outline their differing approaches to determining the numerosity of a set, and to establish their application of ordinality language to describe relative position in a line. The findings identify and categorise the different approaches taken by children when responding to the tasks, offer possible developmental sequences, and make links between these sequences.