Show your students a question mark and ask them if they know what it is and what it means. Emphasize that asking questions is the single greatest skill they can acquire on their road to growing smarter. Show them a little pet mouse or hamster and ask them what questions they have about the creature. Record their questions on a blackboard in front of them. Praise them for their questions and wrestle with them together, continuing to use the word "question" and the "?" symbol. Toward the end of the exercise, show them all their questions about the mouse or hamster and help them see how those questions helped the whole class learn.
Write the word "quantity" on the board. Next to it tape a series of pictures or pre-cut figures of animals and objects with which the kindergarteners are likely to be familiar. Line up the various figures in rows on the board in increasing amounts from top to bottom -- one dog at the top, two cats next, three elephants below the cats, and so on. Explain to them that "quantity" is another word for "how many" of something there are. Let the kids take turns counting the objects in each row and keep reinforcing that they are measuring quantity.
Explain that they will be observing and listening to the sounds that ducks make. Have either a picture of a duck or, if possible, a live duck. In the event of only having access to pictures, find a website or an online video that shows ducks quacking and has reasonably good sound quality. Let the children observe and listen to the quacking sounds. Ask them to imitate the sounds they hear. Raise the question of what makes the duck sound like that and have them observe the shape of a duck's beak. Then have them observe what their own mouths do when making the sound of a quack. Link it to the letter Q and the shape our mouths make when making the Q sound.
Show the children several measuring cups filled with water. It is best if the measuring cups are clear so that the kids can see both the measuring lines and the liquid from the outside of the cups. Show them one cup of water, two cups of water and four cups. Have one large empty measuring cup that holds at least one quart. Have the children pour the other full vessels into the large empty vessel until they have one quart of water in it. Then empty all the cups. Have the students guess how many times they'll have to fill the one-cup vessel to fill up one quart. Then let them test their hypothesis and come up with the actual answer. Do the same thing with the two-cup vessel and the four-cup vessel. Help them see the relationships between the vessels and how many of each smaller vessel it takes to come up with a quart.