One of the persistent challenges among elementary pupils is the development of strong counting skills, which are foundational to early mathematical learning. This quasi-experimental study aimed to determine the effectiveness of the C.H.A.M.P.S. math activities in improving the counting skills of Grade 1 students. The C.H.A.M.P.S. framework consists of six interactive strategies: C – Counting with Sticks (Popsicle Stick Activities), H – Hands-On with Dominoes, A – Adding Play money Practice, M – Math Time with Straws, P – Perfecting Coin Counting, and S – Sorting Fruits & Veggies. These activities were implemented with 30 Grade 1 pupils from Maniki Central Elementary School SPED Center during the 2024–2025 academic year. A researcher-designed pre-test and post-test were used to measure students’ counting proficiency before and after the intervention. Pre-test results indicated that the participants demonstrated below-grade-level proficiency in counting. After the implementation of the C.H.A.M.P.S. math activities, students' post-test scores improved significantly. A paired sample t-test revealed a statistically significant difference between pre-test and post-test scores, t (29) = 24.317, p < .001, indicating a substantial gain in counting skills. These findings suggest that the C.H.A.M.P.S. math activities effectively enhance early numeracy development. The results support the integration of hands-on, contextualized learning strategies into early grade mathematics instruction. It is recommended that educators and policymakers incorporate similar evidence-based interventions into the primary mathematics curriculum to improve counting competency and overall mathematics achievement in early learners.