We refreshed our strategies about place values and I encouraged Alexandra to group numbers using a ten frame to make numbers. We started by using base-10 block manipulatives to demonstrate how numbers can be grouped into tens and ones. I reminded Alexandra that the position of a digit in a number determines its value (e.g., in the number 12, the '1' is in the tens place and represents ten, while the '2' is in the ones place and represents two). Next, I encouraged Alexandra to make a number, using a "Fill the Grid chart" on the white board, starting with a 2-box grid and using 2 different color markers. This exercise promotes flexibility of number sense by affording a visual to create the number. Using the visual, addition, subtraction, and a ten block, is a great way to get Alexandra thinking flexibly about numbers and brainstorming how many different ways she can make numbers. I modeled the first example and then afforded Alexandra prompts to come up with and compare and contrast the different ways to create the target number. This additionally afforded me a way to assess Alexandra's current level of understanding and what ways are more obvious in her mind for creating the equations and help determine her readiness to introduce a new skill in order of progression (e.g., beginning with visual representations -> moving onto addition equations -> next, introduce a subtraction equation to make that number -> then introduce a place value way to make that number). I asked "can we make this number using a subtraction equation? - posing it as a question or think-aloud. I stated: "I noticed there were many visual ways to make this number and many addition ways, is there another way we can make this number that doesn't have to do with drawing images or using addition?" This kind of open-ended question encourages Alexandra to think outside the box and gently pushes her to the next level of of mathematical thinking. As always, I continue to incorporate and introduce mathematical terms as we work - today, the term 'addend' entered in our discussion. We ended our session using coin values to make numbers. Alexandra knows the values of pennies, nickels, dimes, and quarters, and this exercise encouraged her to begin to apply and transfer this knowledge and further broaden her number sense skill sets and flexibility of thought.