Nicholas went on a dinosaur hunting journey. He used his imagination to come up with different scenarios. He used props to help capture the dinosaurs.

- Nicholas read Mat and Gum.
- We read Today I Will Fly and I Really Love Slop together.
- I read Meanwhile Back at the Ranch and part of The Giant Jam Sandwich to Nicholas.

- I read We're All Wonders to Nicholas.
- I read Looking Out for Sarah to Nicholas.
- I read Flat Stanley and the Haunted House to Nicholas.
- Nicholas read The Lost Dog.
- We played a game.

Nicholas was very tired today and had difficulty sustaining attention to his homework assignment, which involved using the ten frame. We reviewed the definition of subtraction and explained it as taking away, removing, or comparing, and we explained the ten frame as a tool to help us visualize numbers. I explained that each ten frame has 10 spaces and that a ten frame can help us group numbers when adding and subtracting. We also reviewed the fact that subtraction is not commutative as addition is (example; 5+3=3+5 but 5-3 is not the same as 3-5); although numbers can be added in any order, they cannot be subtracted in any order. Nicholas grew a bit frustrated doing his homework. He had difficulty decomposing numbers and was more easily frustrated today as he was tired. I left a note on his homework asking Mrs. Miner to please review this again in class, and mentioned it to his grandmother when she arrived to pick him up.

Nicholas did not have any homework worksheets with him in his book bag. He also had not written anything in his agenda. When asked, Nicholas could not remember if he had been assigned any work. When pressed, he gave me a specific page number out of his Go Math workbook; however, when asked a second time a few minutes later, Nicholas gave me an entirely different page number. I asked him if he just made up the pages, he was honest and admitted that indeed, he did. I emailed his teacher, Mrs. Miner, but did not receive any reply. We therefore worked on some math addition and subtraction problems to gain more practice in computational skills and to consolidate gains. We also reviewed some interchangeable synonymous terms for addition subtraction, and the equal sign (i.e., take away/subtraction; addition/plus/adding to, equal/the same as). He did well recalling these terms when queried. Nicholas had a progress report in his book-bag which indicated he has made a lot of progress and is a hard worker. It also reflected that he is on or above average in math, science, and social studies. When this was mentioned to his mom, Jenn, when she arrived to pick him up, she was happy to learn this and indicated that she was aware he's shown significant emergent gains in other math domains on which he was tested. Nicholas now enjoys math and is more confident in his abilities and is proud of the progress he has made.

- Nicholas read Gum to me.
- We read I Really Like Slop together.
- I read Biscuit's Christmas Eve and Biscuit's First Trip to Nicholas.
- We played a game.

Nicholas had a few pages of addition and subtraction problems to complete for homework. His agenda also noted an assignment we had done last week, but I asked him to complete it again in order to review, reinforce and consolidate gains. Nicholas is continuing to make steady gains and is increasingly capable of understanding and applying properties of operations and the relationship between addition and subtraction. He did very well on his assignment; he increased his speed and obtained 95% accuracy on his work, only making two errors due to his failure to note the correct sign (adding when he should have subtracted, and vice versa). It should be noted that he was proud to share that his teacher, Ms. Miner, has complimented his progress and gains in math. Nicholas is the first one done with his work and has been accurate and diligent competing his class assignments.

- I read Harry and the Dinosaurs Make a Christmas Wish and Santa's Moose to Nicholas.
- Nicholas read Mat, The Lost Dog, and 10 Cut-Ups to me.
- We read Today I Will Fly and Can I Play Too? together.
- We played a word game.

- I read Christmas Cricket to Nicholas.
- We read I Really Like Slop together.
- I read Merry Christmas, Splat to Nicholas.
- Nicholas read The Gum to me.
- I read The Night of Las Posadas to Nicholas.
- Nicholas drew a picture.

Nicholas was encouraged to create a story and act it out, using a picture, people, toys, animals, or objects as the inspiration. We used a prop that had been created by students in the school and Nicholas began developing a storyline based on protecting his castle from evil attackers. He then focused his attention on a piece of equipment on the playground, using the truck as the main prop in his next story. He designated me as the driver and pretended that we were escaping from dinosaurs. When we ran out of gas, Nicholas improvised and filled the tank up with gas as he warded off the dinosaurs with kicks and rapid machine gun fire. His last storyline involved improvisation using the soccer net. Nicholas invited another child to play on his team, which he called the Americans. I was asked to throw balls into the net while he and his friend protected the goal. This last scenario did not last too long as Nicholas's father arrived to pick him up. Nicolas has an active imagination and had no problem creating a variety of different themed stories, inventing colorful characters and storylines, and designating roles to various characters in his imaginative scenarios.