After learning how visualise different shapes in their 2D form, Tilly is able to complete the given drawings of different shapes ranging from regular to irregular shapes. Tilly is able to skim through a variety of passages in order to effectively recall where to locate key aspects of information for comprehension. By doing so, she is able to effectively determine what happens, who plays important roles, important dates, and important locations found within the passage when asked to recall said aspects of the given passages. Tilly is very fluent in segmenting different words based on the given graphemes of a variety of different focus words.

Tilly is learning to improve the skill of visualising how different 2D shapes come together to form 3D objects. By doing so, we area learning how to differentiate each 3D object from one another in order to determine what key features make each object distinct to one another.

Tilly is able to efficiently and effectively solve algorithms involving addition for large numbers (up to the hundredths) via the "splitting" technique. After learning how to spot shapes that complement one another, Tilly is able to draw them combined together to form a singular 2D shape. Tilly is able to efficiently skim through a variety of passages whilst effectively recalling where to locate key aspects of information for the comprehension of the given passages. Additionally, she is able to effectively semantically guess the meaning behind complex words based on how they are used in their sentences provided in the given passages. Tilly is very fluent in segmenting different words based on the given graphemes of a variety of different focus words.

We are learning how to improve the skill of visualising how different 3D objects would look when asked to be drawn out. By drawing a variety of different 3D objects, Tilly is learning how to visualise the 2D shapes that can be seen from different frames of reference via different angles of viewing the 3D objects (top, front, side).

She could fluently convert time between hours, minutes, and seconds. She was also quick to learn the 'tree method' in listing out prime factors for a variation of values up to 100. She was able to recall back each product of the times tables for values: 3, 4, and 5, very easily via the 'talking aloud' and recounting with fingers as 'memory pegs'. She was also engaged in learning to implement a variety of strategies to solving every mathematical problem, showing great improvement for talking aloud, memory pegs and triggers, pen and paper, transfer skills, positive self-talk, and enthusiasm in approaching more challenging concepts.

We need to improve her pattern recognition when solving algorithmic equations, and knowledge of how to approach each arithmetic operation, especially long subtraction, multiplication. She is retaining the approach to long division very well, however, there are some areas of improvement that can be made until we reach complete understanding for every arithmetic operation involved in algorithmic equations. We still need to lay down memory pegs in order to better retain and be able to recall back products for times tables of values: 6, 7, 8, and 9.