There are two types of materials, including the symbolic (e.g., Arabic number) and the non-symbolic (e.g., graph), which can be used to measure children’s mathematical capability, however, previous literature showed that the symbolic materials would interfere the measurement of children’s true mathematical capability. In order to avoid the interference, the present study using the animation sequence research paradigm examined 94 55- to 75-month children’s non-symbolic calculation ability of whole-number and fraction Results showed that children’s performance in fraction calculation was a little weaker than that of whole-number calculation, and both the calculation abilities developed with age. At the same time, we measured children’s number working memory in the form of number recall and number recognition through story situation-based number memory task. Results showed that children’s number recognition ability was better than that of number recall. As children grew up, their calculation ability improved gradually with number working memory ability, and the two were correlated with each other significantly.