PuzzleveraTry an activity
Executive function · Ages 5–12

Practice attention and working memory with tasks teachers can inspect.

Use two working Puzzlevera activities to help learners practise holding visual information and filtering close distractors. Each activity can run on screen or print with an answer key. Results describe only the current round; they do not label a child’s intelligence or diagnose a condition.

No student account required A4 and US Letter Untimed alternatives included
Two complementary skills

Choose the demand you want to practise.

These activities use different task rules. They are not interchangeable scores and should be selected by the adult who knows the learner.

PV-EF-WM-01 · Visual working memory

Memory Matrix

The learner studies a small pattern, hides it, and rebuilds the locations from memory. Difficulty changes the number of targets while keeping the grid predictable.

  • Study → hide → rebuild → check
  • Three levels with 3, 5, or 7 targets
  • Pointing, coordinates, touch, or printed marking
Launch Memory Matrix
PV-EF-SA-01 · Selective attention

Signal Sweep

The learner finds every exact target while ignoring shapes that share only one feature. This supports careful scanning without requiring a timer.

  • Scan → compare both features → select → check
  • Three levels with 4, 6, or 8 targets
  • Touch, keyboard, pointing, circling, or row guide
Launch Signal Sweep
Teacher-ready routine

A short cycle that keeps the evidence honest.

Use the same sequence for either activity. Accuracy and retries can guide the next round, but the teacher remains responsible for level choice.

  1. 1. Preview the rule

    Ask the learner to explain what counts as a match. Demonstrate one example and one close distractor before starting.

  2. 2. Offer an accessible response

    Let the learner tap, point, say coordinates, circle on paper, or use a ruler as a row guide. Timing is optional.

  3. 3. Review the round

    Notice correct choices, misses, and extras. Ask which strategy helped instead of treating speed as the goal.

  4. 4. Choose the next step

    Repeat for fluency, reduce one level, or add one level. The on-screen suggestion is rule-based and can always be overridden.

Practical classroom use

Use the activities without collecting child data.

Warm-up

Run one gentle round before independent work. Keep it untimed and model a left-to-right scan.

Small group

Invite learners to describe strategies and compare methods without ranking children against one another.

Printable station

Print the student version and keep the answer key with the adult. Review the sheet before classroom use.

Teacher questions

Before you begin

Are these clinical or diagnostic tools?

No. They are educational practice activities. They do not diagnose ADHD, memory conditions, or learning differences and should not replace professional assessment.

Does the learner need to work quickly?

No. Both activities can be completed without a timer. Accuracy, strategy, and comfort matter more than speed.

Where are results stored?

Current practice feedback stays in the active browser session and is not attached to a learner account. Saved activities and assignment drafts remain locally on the device.

Can a teacher change the suggested level?

Yes. Recommendations use only verified answers and retries from the current round. The teacher can choose any level at any time.

Evaluate before adopting

Try one complete activity, answer key, and print flow.

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