This study was aimed at investigating the relationship between the use of play-based learning activities and the acquisition of numeracy skills among primary education pupils in Calabar Municipal Council, Cross River State. The study employed the Correlational research design; and a sample of 250 pupils and their teachers from various primary schools was selected using a multi-stage sampling technique. The research utilized two main instruments for data collection: A structured observation checklist to assess the frequency and quality of play-based learning activities in each classroom, and a standardized numeracy test to measure pupils' skills in areas such as number sense, basic operations, and geometric concepts. Data analysis involved the use of Simple Linear Regression Analysis to determine the strength and direction of the relationship between the two variables. The findings revealed that there is a significant relationship between the use of play-based learning activities and the acquisition of number sense and basic operations skills among primary school pupils and there is a significant relationship between the use of play-based learning activities and the acquisition of geometric concept skills among primary school pupils. The researcher recommended that teachers and stake holders in education sector should integrate play-based learning activities into their instructional strategies to enhance the acquisition of number sense and basic operations skills among primary school pupils. And Curriculum planners and teachers should incorporate play-based learning activities that focus on geometric concepts to improve pupils' understanding and skills in this area.