Nicholas works best when provided with short breaks after about 10 minutes of focused work. He is responsive when he gets answers correct but encouragement helps him persevere if he feels challenged by an exercise or problem. This tutor had received an email reply back from his teacher at Jerry Thomas Elementary School, Mrs. Miner, and worked on the areas she mentioned he has some difficulty. To facilitate Nicholas's understanding of one-to-one number correspondence, an abacus was utilized. Nicholas responded well to the manipulative. At times, he will count quickly and lose his place or skip a number; however, efforts and prompts to refocus his attention and slow down his response time have been helpful in improving accuracy. We worked on the pages that were assigned for homework, which included adding with pictures and equations where one addend is unknown. One strategy this tutor taught Nicholas, and also explained to his mother, is to have Nicholas identify the higher of the two addends (numbers), in an equation before adding the lesser number to it. This strategy was beneficial and seemed to facilitate Nicholas’s performance as he completed the assignment. We also reviewed adding zero to a number in order to reinforce and consolidate gains noted in a prior session. Ms. Miner noted that students will be having a math test on addition this week and that students have been adding to 20 in class; however, Nicholas’s math homework assignments have only focused on adding up to 10. We therefore worked on a few exercises where Nicholas was tasked with adding numbers to sums greater than 10. Use of the abacus was instrumental in helping him arrive at the correct answer. Finally, we reviewed terminology and symbols; specifically the meaning of 'sum/'answer' and identify the addition and equal symbols so he would understand the signs and verbiage that might be found on the test. He also practiced bubbling in correct answers on some of the homework problems given. It should be noted that Nicholas needed to look at certain numbers (7 and 5 for example) which he occasionally reverses in order to write them correctly. As explained to Nicholas's mother, Nicholas is able to self-correct if/when an error of this type is pointed out to him and he had no trouble writing the 'h' in his name today, which has challenged him in the past. Nicholas took a few short breaks during our session which allowed him to dispel some energy and subsequently sustain attention to the task at hand for a longer period of time. He enjoyed putting on a superhero costume he found in the room and asked to build a structure using Lego blocks for the remaining few minutes of our session after completing his work. Nicholas’s mother will be provided with instructions on how to access the session summaries written by Nicholas’s tutors at Batt. This should prove helpful as it provides information about Nicholas’s performance, reviews the work being done, and suggests strategies to help reinforce and consolidate emergent gains.