Alexandra began today's session by working on an academic activity sheet called "cookie addition,' using pictures to add and write the sum in the spaces provided. The activity afforded an opportunity to use mathematical terminology (e.g., sum/equal) during computation. Alexandra used both my fingers and counters to assist her in performing the math required for successful outcome; we used concrete objects such as marbles, counters, blocks and other math manipulatives to assist in number correspondence activities. Prompts were afforded to facilitate her ability to write certain numbers. She holds a pencil correctly but had some difficulty remembering the exact order and orientation of certain numbers, such as the number 5 (this is known as mirror-writing, and is very common in young children, and often seen up to the age of 7). Alexandra was afforded practice via modeling to write the numbers 5 and 8, and we worked on handwriting and tracing activities to further strengthen her number perception and graphic ability to reproduce numbers. She clearly demonstrates an understanding of concepts of bigger than and less than and adding more and taking away. "If you have 3 apples and I don't take any away from you- how many will you have left??" "I'd have 3 apples." We've also begun working on broadening Alexandra's conceptual understanding of tens and ones and began writing two-digit numbers as I explained them as follows: after she counts objects (blue counters) to ten, she is asked to put them in a group and told it is a group of ten things. We then counted another group of counters, noting that it is another group of ten. We did this with three groups of ten, and Alexandra counted the 30 counters and I explained," there are three groups of ten. You just counted thirty blue counters in all. Now how do we count just 4 counters?" As she counts them, I explained that they are not in a group of ten, so they are in a group of ones; she wrote the number 4. I hope to teach expanded notation next to show Alexandra that there are 30 + 4 counters in the group and how to write the number 3 on the left and 4 for the numbers of ones. I verbally gave Alexandra a series of one and 2-digit numbers to write but she grew tired halfway through the activity, and prompting methods helped her complete the task. We also worked on repeating the pattern activity on which Alexandra completed half the assigned task. The activity used two and three different shapes in repetitive patterns. Alexandra understood how to complete the pattern, only having some difficulty reproducing multi-sided figures such as pentagons; however, she made a concerted effort to replicate them. I ended the session by drawing a picture of one of her unicorn stuffies and we readied ourselves for dismissal.