Mathematics instruction tend to center solely on mathematics or children's mathematical thinking and not also on connecting to their interests or their home and community knowledge and experiences. To be responsive to students, teachers must make an intentional effort to integrate a focus on mathematics, children's mathematical thinking, and children's home and community knowledge--or their multiple mathematical knowledge bases--in their mathematics instruction (Turner et al. 2012). Home and community knowledge includes the mathematical practices with which children and adults engage in their daily lives. To support teachers' effort to learn about and build on children's multiple mathematical knowledge bases, it is useful for this effort to be connected to existing classroom practices, such as making adaptations to curricula (Drake et al. 2015) or using daily attendance to better understand students' lived experiences (Yeh, Ellis, and Hurtado 2017). Similarly, reimagining homework can support teachers in not only assessing students' mathematical thinking but also in better understanding students' lived experiences that they can then draw on in mathematics instruction. This article highlights four examples of teachers effort to reimagine homework for K-2 students.