In this session, participants will explore how young children develop number sense through counting and how educators can design inclusive mathematics experiences that build from students’ natural strengths and strategies. Through videos of children engaged in Counting Collections, classroom examples, and teacher reflections, participants will examine how counting can become a rich opportunity for sensemaking, agency, and mathematical communication rather than rote practice. The session highlights how Universal Design for Learning (UDL) can support learners by opening up multiple ways to count, organize, represent, and discuss quantities. Participants will deepen their understanding of early counting principles, explore strategic supports that reduce barriers to participation, and consider how classroom routines such as Counting Collections can foster creativity, problem solving, and positive mathematical identities for all learners.