Rory demonstrated strong progress in most areas, particularly factors, inverse operations, fractions of numbers, and mean. He clearly reflected on prior lessons and applied his learning effectively in these areas. Rory has continued to improve when it comes to levels of engagement and the utilisation of recommended strategies.

Rory still struggles with finding the median from an even set of numbers, forgetting the required method here, and also having difficulties finding the middle between a pair of numbers. Additionally, his methods for solving percentage problems tend to be inefficient, requiring further practice and refinement.

Rory demonstrated an ability to logically break down complex problems into smaller, manageable parts using place value. This approach has shown growth in his overall problem-solving skills. Additionally, he is showing improvement in his understanding and application of most Maths concepts that weren't covered in today's lesson, reflecting significant progress over time.

Rory continues to rely heavily on algorithms, which can lead to inefficiencies. While he has made progress, he needs to consistently apply alternate, more efficient strategies. He also forgot how to calculate the fraction and percentage of numbers, as well as how to find the median when dealing with an even set of numbers. These areas remain challenging and will require targeted practice to solidify his understanding and accuracy.

Rory's ability to solve two-digit multiplication problems has shown improvement, with more questions being answered correctly compared to previous lessons. He was also effective in tackling multi-step subtraction problems for the majority of the lesson. For the NAPLAN questions, Rory demonstrated confidence and accuracy in most of the problems, especially those outside of geometry or algebra-based multi-step questions.

Rory is still inconsistent when converting improper fractions to mixed numbers. He needs to remember to simplify fractions consistently and ensure the numerator is always smaller than the denominator in mixed numbers. While his multiplication skills are improving, Rory relies too heavily on the algorithm, which can be inefficient. He would benefit from practicing alternative methods to increase efficiency. For subtraction, while effective in many instances, Rory occasionally resorts to using the algorithm, where his accuracy is inconsistent. NAPLAN questions involving shapes and algebraic multi-step problems also proved challenging and would benefit from targeted practice.

Rory made significant progress in converting improper fractions to mixed numbers, overcoming initial confusion and gaining confidence as the lesson progressed. For multiplying two-digit numbers, he was able to answer most questions correctly after refining his approach. His ability to adjust strategies after feedback demonstrates a growing willingness to adapt and learn.

Rory still needs to work on maintaining consistency when converting improper fractions to mixed numbers. While he improved in two-digit multiplication, he occasionally relied on inefficient methods, indicating a need for more practice in identifying optimal strategies. Multi-step subtraction remains a challenge, as Rory often resorts to algorithms that lead to errors. It is recommended that Rory has further exposure to critical-thinking-based subtraction problems to enhance his efficiency and accuracy.