This article provides an in-depth analysis of the mathematical ways of thinking present in a 15-minute interaction between an African American mother and her preschool son as they worked together on a craft project as part of a family involvement activity. This analysis, which was conducted as part of a broader ethnographic research project, showed that the mother supported her son in working with a variety of mathematical concepts by making directive statements and referring him to the provided diagram. By engaging in these practices, the child had opportunities to engage with a variety of mathematics described in the kindergarten Common Core State Standards, including solving problems, recognizing and naming 2-dimensional figures, orienting shapes, and attending to precision. This study contributes to recent work that has sought to reconceptualize previous characterizations of family support in mathematics--particularly in relation to low-income and minority families--as lacking and in need of remediation. The purpose of the analysis is not to make broad generalizations about parents and other caregivers, but to provide a model of a strengths-based analysis of a parent-child interaction in mathematics.