Research suggests that young children have a complex sense of informal mathematics, including an understanding of more and less, shape, and patterns (Ginsburg, Lee, & Boyd, 2008), and that attention to mathematics in early childhood ensures that children have a strong foundation for later learning. For children with identified disabilities, the Individual Family Service Plan under the Individuals with Disabilities Education Act (IDEA) requires an educational focus that promotes school readiness and includes preliteracy and numeracy skills (IDEA, 2004). A primary area of early mathematical development is number sense. Number sense involves an understanding of the meaning and representation of numbers as well as relationships among numbers (NCTM, 2013), and it includes counting, numerical comparisons, and verbal and nonverbal addition and subtraction (Sarama & Clements, 2009). Early discrepancies in mathematical performance signal the need for formal and informal interventions for at-risk children (Duncan et al., 2007). Explicit teaching of concepts such as the linear representation of number through play with number board games has been shown to be effective in increasing numerical skill (e.g., Ramani et al., 2012) and has potential for collaborative implementation across school and home. This article touches on how board game play affects numeracy development, instructional practices during board game play, and connecting home and school.