Tilly has become more proficient in comprehending the text she reads. She often finds it more helpful to encircle, highlight, and underline certain key words indicating various names, places, and events found important within the provided text. Tilly is able to understand how to visualise fractions taken from whole bars when they are divided prior to her shading in the given fractions. Tilly has gotten better in understanding how to convert time between 12-hour and 24-hour systems.

Tilly only found it to be a struggle to finish through some of the last few questions relating to maths—not conceptually, but only because a few questions that were given to her outside of the homework sheet was a task that was a bit more tedious to complete than usual. Through this, however, she is learning how to persevere through maths questions because she recognises that understanding them conceptually allows her to 'finish questions' more efficiently.

Tilly shows an interest in ordering events in their accurately sequential order, as depicted in the given passages. Tilly is able to understand the role 'am' and 'pm' play in reading time via the 12-hour time system.

Tilly often finds struggles in converting between the two different time systems, but is beginning to understand how to read time that goes past the '12' noon to '13' in the 24-hour system. She is learning to understand better how to convert readings of time from the 12-hour to 24-hour system, especially when it's a time in the evening that goes past '12' noon.

Tilly has become more enthusiastic in reading through given passages in a more thorough manner. She is also learning to accurately recall facts and information when introduced to cue words induced by the questions testing for comprehension of the passage whilst learning how to compare and contrast similarities and differences between various parts of text. She is also very eager to learn new words she has not encountered before, as she often actively questions the introduction of new vocabulary so as to expand her own when reading new passages.

Tilly often finds it impractical to round values off via certain place values because she would rather solve the entire question as a whole using the values that were originally provided. However, she is learning to value the efficiency in rounding values off to certain place values, and understands what it means to round off numbers. She is also still learning to apply the commonly learned rule of aligning digits of values on the right side so as to add and divide values starting from the right side.

Tilly struggles to take the time to thoroughly read through passages, but can find a way to skim-read through a few select sentences when introduced to cue words brought in by the questions asked to recall facts and information from the given passage. Tilly is able to efficiently and effectively solve problems of addition with large numbers up to the 10,000ths.

Tilly struggles to solve problems of subtraction with large numbers up to the 10,000ths place value. She oftentimes finds a lack of motivation to solve math problems when she does not get the right answer the first time—especially when faced with problems of subtraction. However, constant reassurance that we will be there for her every step of the way throughout solving that problem, whether that be writing it out with her or for her as we speak out the numbers to her, motivates her to mentally solve them one by one.