Madaline asked me to help her with her math homework to which I gladly accepted. Seeing that she only completed two of the conversions, I tried to remember what method my elementary school teacher taught us to make conversions and immediately a lightbulb went off. I decided to teach Madaline the King Henry Doesn’t Usually Drink Chocolate Milk (KHDUDCM) acronym where the first letter of each word represented a type of meter and “usually” represented the standard unit of meter. I wrote out the first letters of each word in the acronym on top and wrote the number from the third question under the K column on Madaline’s notebook. I walked Madaline through the steps and explained to her the process for each question, and Madaline seemed to understand as she nodded and showed focus when she answered my questions correctly on the number of zeros and decimal places. Madaline’s confidence in working through the questions shined brightly, and I think the main reason was due to her understanding of making conversions and using a simple strategy to get the answers. I smiled at the thought of teaching a strategy that I found useful to me to a young student because I felt that my small help allowed her to make sense out of what she learned in class. This made me realize that tutors and teachers most likely feel an internal source of reward when they see students understand the material and work through the problems.