Memory Card Game


Supporting the development of number recognition and executive function skills through a simple memory game.

Materials Required

  1. Memory cards (download free printable memory cards)
  2. Alternative: make some cards yourself using paper and textas. Draw numerals and then draw on another card with a corresponding amount of object e.g. 8 and 8 butterflies, 2 and 2 watermelon slices


Before playing, decide if you and your child will play by finding pairs of picture cards, pairs of number cards, or for an additional challenge matching the picture card to the corresponding number card – Shuffle the cards and arrange them face down in a columns and rows (keep the arrangement neat to support your child’s recall ability).

Method (or Ideas)

  1. If the numeral matches the number of objects on the picture card, take another turn
  2. Continue taking turns to turn over cards until all the pairs have been matched.
  3. Take turns with your child turning over two cards.
  4. Count how many pairs each player has collected to determine who has the most pairs.

Facilitation Tips – What To Say

  • Positional language: next to, on top, near, below e.g. “The matching card is one below this card”
  • How many watermelon slices do you see?
  • Let’s count all the rainbows
  • I wonder what that number is?

Extend the Experience

  • Support your child’s one-to-one correspondence by encouraging them to use a finger to count the objects on the cards.
  • Make the game more challenging by adding more cards into the array.
  • Use the cards to measure objects around the home. How many cards fit the length of your kitchen table? e.g. “the table is 15 cards long”
  • Pull cards out of a hat and collect the corresponding number of objects from around your home.

WHO Guidelines for Physical Activity & Sedentary Behaviour

Following this sedentary activity move onto the next experience by moving like one of the images on the cards e.g. move to the kitchen like a race car, jump to the bathroom like a frog.

Early Years Learning Framework


  1. Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating
  2. Children begin to understand how symbols and pattern systems work


Principle 3: High expectations and equity. Children progress well when they, their parents and educators hold high expectations for their achievement in learning.


Practice: Intentional teaching. Intentional teaching is deliberate, purposeful and thoughtful. They use strategies such as modelling and demonstrating, open questioning, speculating, explaining, engaging in shared thinking and problem solving to extend children’s thinking and learning.

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