Although children are able to distinguish small numbers in infancy, it takes years before they begin to fully grasp the number system. Children between the ages of two and four are able to count to much higher numbers than they understand conceptually, suggesting that they have only a partial understanding of numerosity. Language has been shown to have a role in the development of number understanding, but its exact role is unclear. This study will test the prediction that some of the confusion in number is based in language. More specifically, it is theorized that children confuse number words with adjectives due to similar syntax. This study will also look at how syntax can help children see the similarity between easier number tasks and harder ones. A better understanding of this question will improve the ability to teach children about number more effectively.