Much research has pointed to the importance of pretend play as a facilitator of literacy development. However, few studies have investigated the corresponding role of sociodramatic play in mathematical development. This exploratory naturalistic study examined the numerate behaviors that occurred during spontaneous pretend play in a preschool through fifth-grade multiage summer enrichment program. A twelve-hour video segment of children's play in the drama center was transcribed and analyzed to identify numerical conceptions. The findings indicate that children's play included the following authentic mathematical behaviors: one-to-one correspondence, counting, adding, subtracting, and representing number via written and spoken signs and symbols. The results suggest pretend play provides a context that facilitates children's numerate behaviors and thus validates play as a curricular component. (Contains 5 tables and 1 figure.)