We began today’s session by adding and subtracting within 20, looking for evidence of fluency for addition and subtraction within 10. We used an abacus to facilitate one-to-one number correspondence and as a means by which to inhibit impulsivity and using strategies such as counting ones and tens; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14). The magnetized tiles and pegs in the game of Magnetix were incorporated in the teaching strategy to further facilitate number correspondence. Nicholas did not have any homework in his folder and there were no loose papers in his book bag. This tutor emailed his teacher, Ms. Miner, early in the session to determine if he was correct when he said he had no homework because he had switched classes. When questioned, however, Nicholas was hesitant and could not remember. Ms. Miner did reply to the email so we practiced prior learning of basic arithmetic operations in efforts to reinforce and consolidate gains. The abacus was used to facilitate counting up to 100, as Nicholas was able to do so with about 80% accuracy. At times, Nicholas needed prompts to move forward in his counting; for example, he became stuck when counting past 69 and needed strategies to determine that 70 comes next, so we used the abacus to practice counting by tens to 100. This tutor attempted to show Nicholas number Patterns seen when counting by Tens (for example, when you count by tens all the numbers end with a zero, creating a pattern. Rhythm was also used as a means by which to engage and sustain Nicholas's attention and minimize frustration while he attempted to systematically count to 100. At times, his answers were random and he was therefore reminded of strategies to employ to arrive at his answer. Nicholas is expected to benefit from continued practice and the application of such strategies should help him better understand operations and algebraic thinking.