"The student and I began the session by reviewing one of his in-class math assignments about sales tax. He had made some errors in his work in terms of the process (which numbers do you multiply in order to determine the amount of sales tax, then which numbers need to add, etc.), but understood how to compute these problems correctly prior to our review. However, he made some errors when adding numbers with decimals by not lining up the place values accurately. We reviewed this concept and contrasted it with multiplying decimals in an algorithm because with multiplication the decimals do not need to be aligned in the algorithm. He had mostly internalized this idea but will likely need to review it more during our next session. The idea of lining up the decimals will become important again when we begin on dividing decimals. In future sessions, we'll spend the first few minutes reviewing his math homework or recent assignments, even if he says he's doing fine with the material. It couldn't hurt to have an additional review of the concepts. Following this review, we returned to our work multiplying with decimals. He remembered our work from last session and while he struggled at first to apply his number sense and adjust the placement of the decimal with more complex equations (i.e. 0.6 x 0.7), he ultimately showed mastery of the concept. He computed the following problem accurately the first time, which reflected a solid understanding of the concept: 67.394 x 82.07. This was a key moment and proved to him that he has the skills and knowledge to tackle problems that seem daunting or too complex. I was really proud of his focused and thoughtful approach to solving it and was impressed by the clarity of his explanation of how he solved and checked his answer. We continued with math, moving into application of concepts via word problems. He struggled at first with the second part of a two part problem involving the application of percents, decimals, and fractions. We did solidify the connection between percents and decimals and he even remarked that multiplying with decimals was much simpler than setting up percent-based ratios. We'll return to this problem during the next session as we begin work on dividing with decimals. We did not discuss writing and reading today because his school had used some of the same materials that we had been using and I worried the work would be redundant. I will email a new set of materials about invasive species that I'd like him to read or watch prior to next Wednesday's session."