Another important to consider is Ruby's mathematical abilities. In the first activity, Ruby knows how to pay for the things she buys to the supermarket. She is aware that everything taken from the supermarket should be paid immediately. This practice is also shown in her journey to the real supermarket. This mathematic ability may not be unique, but interesting to see from a young child. Ruby can have a significant advantage in mathematical concepts and learning because she is aware of numbers and mathematical ideas. It is true that "to be good or proficient at mathematics, children must know more than the content. They must be able to communicate the knowledge, connect that knowledge to other mathematical ideas and to other subject areas, represent their understanding, use that knowledge as they solve problems and reason" (Copley, 2010, p.29). From this sense, it can be said that mathematics should not only be practiced inside the classroom, but also in everyday life (Peters & Rameka, 2010). In Ruby's case, these ideas are perceived because she uses her mathematical knowledge in the real world. She uses math to buy things in the supermarket-not only in money, but also sequencing. It is also important to note that children need to "demonstrate a disposition that think flexibility and with persistence about mathematic to solve problems" (Copley, 2010, p.29).Â This thought occurs in Ruby in the first activity. She demonstrates the ability to solve problems by finding more resources. She does not simply complete the pudding; instead, she finds other things to make the pudding better in taste, smell, and appearance. These thoughts show how Ruby is able to apply mathematics in everyday life.