A useful thought, at a glance.
16 short visual guides for everyday moments. Read on your phone, save an image, or print a page.
3 things to notice when choosing a starting point.
After one short example, your child knows what to try.
They can point, move, or mark one answer of their own.
If it feels too hard, choose a simpler starting point.
Start with a manageable challenge, not a perfect score.
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Choose one activity. Ask, “Which part would you like to try?”
Give your child room to think.
Look together before pointing out an answer.
Invite one move, then see what happens.
Line things up, match them, or count together.
Pause after asking. A point or a move can be an answer, too.
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Pick one question. Leave time for your child to respond.
5 ways to explore with Wondermaths
Look, cover, remember a place.
Arrange sizes from small to large.
Sort shells and starfish.
Notice which cup holds more.
Imagine the moon getting smaller.
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Choose one way to explore. Ask, “What do you notice?”
Give the smallest help that works.
Still trying a new way?
Give them room.
Stuck? Name one clue:
“Look at the shape.”
Unsure how to start?
Model one step. Then pause.
After helping, give the next move back.
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Start a block bridge together.
“Which piece will you try next?”
Start with connection, then one small step.
“This feels tricky.
I’m here with you.”
“Let’s find just
one matching piece.”
“Try together,
or take a break?”
A pause is an option, not a failure.
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Choose a simple puzzle together.
“Which piece should we look at?”
Keep the next move in your child’s hands.
“We need a bridge
the car can fit under.”
“Look at the space
under your bridge.”
“What could you move?”
Wait for their idea.
A hint opens a choice. It does not need to give the answer.
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Build a bridge for a toy car.
Your child can move pieces or direct you.
Notice the process, not just the answer.
Do they bring objects
closer to check?
Do they touch or move
each item as they count?
Do they try a different
way when one fails?
One moment is a clue, not a label.
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Watch one round before stepping in.
Notice a strategy your child chooses.
Connect first. Check when they’re ready.
“That didn’t work
how you wanted.”
“Want me nearby,
or a little break?”
“Shall we try
a wider base?”
Fixing it can wait until your child is ready.
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If a tower falls, pause together.
“Try again, build together, or stop?”
Make an invitation, not a demand.
“Blocks or a puzzle?”
Two real options.
Love toy cars?
Try parking or sorting.
“Okay. We can
come back later.”
An invitation leaves room for “no.”
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Set out one familiar activity.
Ask once, then follow your child’s lead.
Change one thing, then watch.
Try fewer pieces
or show one step.
Let them explore
without adding a rule.
Keep the goal.
Add one new condition.
Adjust to this moment, not a comparison.
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Build a bridge for a toy car.
Ready for more? Try a wider vehicle.
Let your child’s response guide you.
Trying ideas and choosing
another turn? Leave room.
Getting frustrated?
Offer a short break.
Saying or showing “done”?
End without one more task.
You don’t need a perfect ending.
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Before another round, ask:
“More, a break, or all done?”
Counting words and counting objects are different skills.
Reciting numbers is like a song. Counting objects also means one word per object—and knowing the last number tells how many.
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Put four spoons on the table. Ask ‘How many?’ If they recount, notice how they match words to spoons. Recounting can also be a way to check.
Check the amount on the page as well as the math.
‘I'm bad at math’ can mean ‘this feels like too much.’ Page length is one thing you can change in a second.
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Cover the page with a folded sheet so one row shows. Same math, less to take in. Pause if your child is still upset.
Explore another way to make the same amount.
A second route to the same answer is new work. Try depth as well as the next topic.
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Ask ‘Can you show me five another way?’ A different arrangement counts. They can show it without explaining aloud.
One shared minute can reveal the next useful question.
A page can't notice a child counting one thing twice. A shared moment can help you see what to try next.
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Sit together for one minute during the first row. Ask ‘How did you know?’ Let them tell you—or show you.
Play asks for several different skills.
Remembering a rule and adapting it during play are different demands. Nearly a year of age difference can matter; one hard game doesn't define a child.
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Roll a ball back and forth: ‘One roll each.’ Keep that rule for a few turns. Then agree on one small change together.
4 handy cards to keep beside you during play. Read on your phone, save an image, or print a page.
A quick phrase for the moment you’re in.
“Which piece will you try?”
“You can show me.”
“Want one small hint?”
“We can take a break.”
“You tried a wider base.”
“That kept it standing.”
Choose one sentence. Then leave space.
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Use one phrase during play.
Let your child answer with words or actions.
Pause after each hint. Stop when they take over.
“Can the car fit
under your bridge?”
“Look at the space under the bridge.”
“I’ll turn this block.
What will you try?”
An offer of help can also get a “no.”
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Use only as much help as needed.
Leave the next move to your child.
Keep the goal. Change one thing.
“Let’s sort just these.”
Put the extras aside.
“Red here. Blue here.”
Start with two colors.
“I’ll place one.
You choose the next.”
Keep the goal: sorting by color.
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Choose just one change.
If it still feels hard, offer help or a pause.
Offer one new idea when your child wants more.
“Can you make room
for a bigger car?”
“Can you sort these
a different way?”
“One piece is missing.
What could go here?”
Pattern shown: red circle, blue square, red circle, blue square, red circle, empty space. A blue square continues the repeating pattern.
More thinking, not a race.
Try today
Pick one invitation. Let them choose.
Stay with the original game if they prefer.
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