Mathematics is one of the universal subjects taught in schools across the globe. Knowledge, understanding, and application of mathematics are essential for all members of society to fully participate without restrictions in Science, Technology, Engineering, and Mathematics (STEM) careers (Gulnaz & Fatima, 2019). Although universal and ubiquitous, students usually take a moment to think of a response when asked to state the meaning of math. The participants of this study from kindergarten, second through sixth grades, as well as ninth and tenth grades, indicate that most individuals perceive math as numbers including tracing, writing, counting, and operating (addition, subtraction, multiplication, and division). However, some high school students indicated that they could not provide a definition for mathematics. According to Hwang and Son (2021), students' perceptions of math are shaped by accumulated experiences with the subject over time. Ajuksukmo and Saputri (2017) revealed a significant correlation between students' attitudes toward math and their mathematical achievement. These researchers further posit that positive attitudes about mathematics motivate students to improve their learning achievement in mathematics. In this article, we share a model lesson as an example of how to expand elementary and high school students' perception(s) of mathematics.