Research on mathematics found in 'everyday' interactions (e.g., Walkerdine, 1988) often relies on analysis of parent-child talk during studies of social interactions and/or literacy events more generally. In contrast, from the outset of the current study, parents were aware that mathematics was the focus of study and that each of them would determine the activities to be video-taped in their home. In this paper, we report on the types of activities six middle class mothers perceived as opportunities to engage their preschool child with mathematics. Analysis also included the patterns found within and across families. Overall, the mothers documented play-based events, many of which were common across four or more homes and entailed 'less conventional' mathematics. Parental styles of mathematical engagement are discussed. [For the complete proceedings, see ED597799.]