We reviewed pages 31 and 32 which had been assigned for Nicholas’s math homework. Nicholas was noted that he has been inverting the number 3 when he writes and requires reminders to reverse the direction; a model facilitates his performance and he is also aided by verbal cues. Nicholas worked on determining the unknown whole number in addition or subtraction equations relating three numbers. He was tasked with computing the sum of the numbers and writing the equation using appropriate mathematical signs (+, -, and =). He is now working on understanding the concept of ‘fewer than’ when performing subtraction problems. As this is more challenging for him to conceptualize, efforts to facilitate an understanding of greater or fewer was achieved through the use of visual and tactile tangibles provided by an abacus. Providing Nicholas with several intermittent breaks throughout the session helped him sustain his attention and buy in without growing frustrated, and pretzels were also successfully integrated into the activity to reinforce and consolidate the concept of fewer than and greater than in a more fun and relatable manner.