Early childhood provides a time of crucial growth in all developmental domains. Prekindergarten is an optimal time for young children to use objects of play as a medium to explore new cognitive concepts, including mathematical structure. Mathematical structure plays an important role in providing students a means to reason about mathematics, communicate their mathematical thinking, and problem solve (NCTM 2014). Students need opportunities to connect verbal representations of mathematical situations to the physical, visual, contextual, and symbolic representations because language is critical in students' ability to develop concepts of cardinal numbers (Clements and Sarama 2007). This article describes how the authors used bottle caps to support prekindergartners in looking for structure and the activities they designed and implemented with three classrooms accredited by the National Association for the Education of Young Children. The article concludes by providing teachers of prekindergarten students with insights about using familiar objects as tools to consider structure with their students.