Today's lesson focused on completing addition sentences showing two ways to find the sum. Nicholas worked on the problems with confidence and independent of prompts, demonstrating that he is able to apply properties of operations as strategies when tasked with problems. Example: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) This is Common Core standard, MAFS.1.OA.2.3 Furthermore, he was able to show that if you add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition). Nicholas next worked on a word problem for which he had to choose three numbers from 1 - 6, then write the numbers in an addition sentence and show two ways to find the sum. Not only did he show two ways to arrive at the sum, Nicholas asked to show a third way, demonstrating proactive initiative and an improved ability to apply strategies and properties of operations when tasked with addition problems. We finished the session by first decorating a holiday ornament and then got involved in some imaginative play outdoors.

- Nicholas read Mat and The Lost Dog.
- I read McDuff's New Friend, The Country Angels, and Merry Christmas, Big Hungry Bear.
- We talked about topics he might write for stories.
- We played a card game.

- Nicholas read Mat, The Lost Dog, and Dot and Mit to me.
- I read Rudolf to the Rescue and Who'll Pull Santa's Sleigh Tonight?
- We played a word game.

Nicholas completed his math homework, which required him to add and subtract numbers up to 20. He used an abacus to assist him as the problems involved "adding to the teens." Nicholas is strengthening his understanding of the properties of operation, and strategies based on place value and the properties of operations, and continues to show gains in his understanding of algebraic thinking. He demonstrated that he could apply properties of operations involving addition and subtraction, solving problems involving the commutative property of addition; i.e., if 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Common Core - MAFS.1.OA.2.3). He also completed a word problem and arrived at the answer quickly, independent of prompts, and correctly showed his work. Nicholas needed one or two reminders to help him correctly write the number '6', as he initially inverted it. He also got a little confused between the minus and equal signs, but understood once reminded and wrote them correctly on his paper. Nicholas was so motivated and confident that he looked ahead to his next assignment, which I had copied out of the Go Math book, and he completed that one as well. It was a very productive session and Nicholas has demonstrated improved focusing skills, greater confidence in his abilities, and perseverance in completing academic tasks to which he is assigned.

- Nicholas wrote his name in a card and Ethan on the envelope.
- Nicholas copied some of his story that he dictated.
- Nicholas and I read Let's Go for a Drive and Can I Play Too? together.
- Nicholas read Mat.
- Nicholas made pictures for the story he wrote.

Nicholas was focused and receptive to learning how to make a ten strategy in Common Core math in order to help him see how counting and numbers are related. We completed his Go Math homework to help build and foster a number sense. Nicholas worked on problems to enable him to understand that two-digits of a two-digit number represent amounts of tens and ones. I explained that tens can be thought of as a bundle of ten ones - using drawings, models, and strategies based on place values and the properties of operation (i.e., commutative). Nicholas and I also looked at two short videos demonstrating these concepts in order to stimulate interest and reinforce his conceptual numeric understanding of algebraic operations. Finally, Nicholas solved a word problem that called for the addition of whole numbers whose sum was less than twenty. He has been better able to sustain attention of late, and appears to learn best when teaching is delivered in smaller chunks and, if possible, supplemented with hands-on demonstration or assistive technology.

- I read Redheaded Robbie's Christmas Story to Nicholas.
- Nicholas dictated a Christmas story.
- Nicholas read The Lost Dog.
- Nicholas read The Pet Hen.

Nicholas arrived for the session stating he was very tired; however he perked up considerably when he saw some home-made cookies and was permitted to eat a few. We then tackled his math homework assignment in his Go Math book (Common Core Standard CC.10A.4), which focused on understanding and applying the properties of operations and demonstrating the relationship between them. Nicholas worked on several problems involving addition and subtraction to demonstrate the relationship between the two operations. He also worked on a word problem in which he was tasked with writing a number sentence to solve. Nicholas had some difficulty understanding this concept, therefore an abacus was used to help clarify and facilitate his understanding. When Nicholas had difficulty sustaining attention to the task, the game Twister was used to help him practice his addition and subtraction skills. Nicholas enjoyed the game and it also helped improve his ability to differentiate between left and right. He as yet needs reminders to understand that some terms may be interchanged with one another (i.e., subtraction is the same as take-away), but he is growing more familiar with these terms with increased practice. Overall, Nicholas followed instructions he was given although some prompts were necessary to keep him interested and engaged.

- I read How the Grinch Stole Christmas to Nicholas.
- We read I Really Love Slop together.
- Nicholas read Gum.
- I read The Legend of the Poinsettia to Nicholas.
- We played the word game together.

Nicholas went on a dinosaur hunt. We were attacked by dinosaurs that tried to attack us. We revived dinosaurs that had been attacked.