We are all convinced that manipulative materials and concrete experiences are useful in teaching mathematics, and we have curricula which put this belief into action. We pretest and posttest, diagnose and prescribe; yet with all that, we may often miss the fun of everyday mathematics. We are so concerned with behavioral objectives for Unit 3, Lesson 2, at 1 o'clock, that we are not free to recognize the opportunities for mathematical learning and real enjoyment that arise for children in the kindergarten and primary grades in their daily art or dress-up activities.