Nicholas did not know if there was any homework assigned by Mrs. Miner, his teacher, at the Jerry Thomas Elementary School, so this tutor emailed his teacher to inquire. While awaiting her response, we pulled out some prior homework sheets to review problem solving and addition strategies and worked on the back side to a page from a prior assignment that tasked Nicholas with adding two numbers up to 10, then using the sum and the color key to color the flower design in which number problems were contained. Nicholas used an abacus to assist him and it appeared to facilitate his performance. He will occasionally work hastily, which necessitates him to backtrack and start over to achieve the correct response and occasionally benefits from being reminded to try to pace himself and be more reflective when performing these operations so that his impulsivity does not result in errors. Nicholas also wrote an inverted 3, but corrected it when it was pointed out to him. He also required prompts to remember how to write the number 8, but he was able to mechanically reproduce it correctly when afforded a descriptive cue (two circles, one on top of the other, or the body of a snowman). Nicholas also worked on addition sentences to add across as well as add down, finding the sum for each. We reviewed terminology such as sum, and Nicholas was tasked with identifying addition signs, subtraction signs, and the equal sign. He processes the signs by making a cross against his chest for addition and stated that the equal sign looks like the number eleven (this tutor added that it looks like a sideways eleven). Finally, Nicholas was shown that the subtraction sign looked like a dash. Nicholas was able to identify all the arithmetic terms, but pointed to an addition sign when asked to identify the equal sign. Mrs. Miner did reply back to the email and stated that there was, in fact, no math homework assigned over the weekend. She suggested we practice mixed sign addition and subtraction. Nicholas had not been assigned any subtraction homework but stated he has worked on it in class. When given a few problems to solve, Nicholas began by adding the two addends. He did this for two trials, but paid better attention when prompted to take note of whether he was asked to add or subtract and appeared to understand that subtraction involved taking away numbers. Once again, we used an abacus to facilitate his performance initially, but he was able to use his hands to perform the operation after one or two preliminary trials. For the remaining few minutes before his departure time, we played a game of Candyland to cap off the session. Nicholas again showed his kind heart by offering this tutor an extra turn so she could catch up to him. Mom arrived on schedule and was apprised of our work. She noted that Nicholas had accidentally left his agenda that had gone missing earlier in the week in his desk and that his teacher would not give him any work until it was found. Fortunately, Nicholas did find it and has since made up any missing work. Nicholas will not attend school on Monday, September 10, as it is a holiday.