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4 Introduction DOUBLE TAP TO ZOOM WITH PHONE OR TABLET be shorter or longer. To prove and verify children’s esti- mations and predictions, the children were provided with clay in order to recreate the rainbow with a new mate- rial. Once completed the students used a tape measure to count and find the total length of each rainbow line. The children compared the results to their initial estimations and shared the outcomes. In a magnificent display of parent engagement, the Belmont-Cragin Early Childhood Center incorporates a fifteen-minute parent/child learning experience every day at the beginning of class. In all seven preschool classrooms, children and parents enter the rooms ready to engage in lesson activities prepared by the classroom teachers. During this time, the parents direct and guide the learn- ing of their children, while the teachers take on facilita- tor roles. Figures i.4–i.6 show how parents mathematized their children’s experiences by helping them identify the Figure i.3. Teacher Lourdes Molina and three children counting and measuring properties and attributes of the natural materials, create the lines of a clay rainbow shapes and letters, group the items, count the quantities of the materials, and finally chart the items on a graph. The classroom teachers end the fifteen-minute session by modeling how to mathematize a read-aloud with books that parents can check out through their classroom lending library. Figure 1.4, Figure i.5, and Figure i.6. Parents engage their children in mathematizing experiences at the Belmont-Cragin Early Childhood Center in Chicago. COPYRIGHTED MATERIAL