I worked with Alexandra from 2:30 - 4:00 this afternoon. She was already familiar with me so the transition from Reading to Math was not difficult. We began with a calendar activity to help orient Alexandra to day, date, time, and she pointed out the sun when asked about the weather. She also referred to a wall calendar to identify the date as the 9th and was helped to recall the month is June. Alexandra was given initial assessment math questions to determine what she already understands about numbers and counting and to gauge what would be a good starting point with her, such as one-to-one number correspondence, sorting things by size and understanding basic math concepts. Alexandra was given an activity sheet tasking her with sills practicing counting. She was asked to count the number of scoops of ice cream scoops that were on cones and to then write the number. This exercise also allowed us to reinforce concepts of shapes (e.g., circles, cones, triangles). Alexandra was also asked to use scissors to cut out various numbers on a sheet and followed direction to use a glue stick when engaged in a cut-and-paste activity that required her to paste the correct number under corresponding pictures showing different numbers. Next, she was given a connect-the-dots activity which required her to count by twos. Afforded minimal prompts when she reached higher two-digit numbers, Alexandra was able to connect the dots by twos up to 68 and was delighted to find that she had completed a picture of a corgi dog. She enjoyed this activity very much and requested more. I assured her I would bring in similar activities tomorrow. Alexandra demonstrated that she understood that when we add a number to zero, the result is the number itself. This exercise allowed me an opportunity to introduce the term "sum" to our arithmetic vocabulary. Alexandra also began working on a cookie addition activity and we incorporated materials she collected from outside during her break to assist us in adding. We used pieces of coconuts and shells, along with other manipulatives, to help solve simple addition problems. As we neared the end of our session, Alexandra grew a bit tired so we used the materials to make a picture of a sunflower, incorporating our identification, recognition, and knowledge of shapes into our math language repertoire. Alexandra finished the day taking turns on an academic computer activity which allowed her to practice and reinforce many of the higher-level thinking skills and concepts she's integrating into her knowledge base.