Teachable moments are often thought of as serendipitous moments when children's ideas become visible and a teacher is able to take advantage of a specific idea to teach content (e.g., Glasswell and Parr 2009; Hyun and Marshall 2003; Virtue 2007). However, teachers cannot always wait for serendipity to create moments of authentic learning, which aid children in developing required knowledge and skills. Teachers need to be creative in how they infuse each day with opportunities to engage in mathematical thinking. Mathematics needs to permeate the school day to aid children as they build connections between the mathematics in school and the mathematics they encounter in daily life. This can mean that teachers move beyond teachable moments and begin planning ways to make mathematics part of all aspects of the school day. These intentionally created learning opportunities hold similar characteristics to teachable moments with the added bonus of being planned. These moments are referred to as "mathematical moments" (Cunningham 2015). The use of mathematical moments is an intentional choice to provide children with an authentic and relevant mathematics task. This article describes how two kindergarten teachers integrated mathematical moments into their instruction.