Even though basketry is an age old occupation in Ghana and the world over, it appears mathematics tasks and activities involving the designs and structures have remained unnoticed and inadequately tapped for early school instructions. This qualitative survey therefore, purposively sampled four teachers, two basket artisans and six pupils in the Bolgatanga Municipality of Upper East Region of Ghana to harness, discuss and apply the tasks and activities indigenous basket resources could be employed to enhance conceptual knowledge and understanding in prenumber and early work. The findings showed that apart from providing employment and income for local artisans, teachers and pupils were equipped with prenumber activities that lead to the acquisition of early number work in pre-algebra, pre-geometry and pre-statistics tasks and activities in mathematics. We therefore, recommended instructional policies and programmes that promote and improve upon conceptual learning of prenumber and early school mathematics with indigenous resources.