Rory demonstrated significant improvement in answering questions regarding the order of operations, indicating progress in this area. He showed increased confidence in adding and subtracting fractions, particularly in the process of simplifying fractions. Rory's understanding of inverse operations is fairly strong. Rory can identify different types of 3D shapes, although he struggles to explain the difference between a prism and pyramid. He shows reliance on visual cues rather than comprehensive understanding of their features.

While Rory is able to simplify fractions, he needs to learn to simplify further and complete the process entirely, ensuring the fraction is in its simplest form. He struggles with identifying the number of faces, vertices, and edges in 3D shapes consistently, indicating a need for further practice and reinforcement in this area. Rory has a basic understanding of different types of triangles and their properties but requires further practice. He was unfamiliar with the term "polygon" and confused about the differences between an octagon and hexagon, suggesting a need for additional vocabulary and concept clarification. When representing fractions as decimals, Rory was not familiar with the strategy of moving decimal points, indicating a gap in understanding that requires addressing.

Rory demonstrated significant improvement in time-based questions, showing a greater understanding of how to approach these types of problems. However, a minor mistake in one question due to a focus error was noted, indicating a need for continued attention to detail. He showed improved understanding of questions involving grouping symbol. Rory consistently recognises that brackets come first in the order of operations. However, further familiarity with the other elements of BODMAS is needed. Rory displayed increased confidence in adding and subtracting fractions compared to previous lessons, although more practice involving creating equivalent fractions is required for further improvement. He exhibited prior knowledge of inverse operations but could benefit from additional revision in this area to solidify his understanding.

While Rory was able to correctly identify 3D shapes such as triangular prisms and square pyramids, and list their faces and vertices, he struggled with identifying the number of edges for each shape. Further practice in this area is recommended. Rory seems to grasp the visual differences between prisms and pyramids but finds it challenging to clearly articulate what distinguishes one from the other. In identifying different types of triangles, Rory showed uncertainty. Additional practice and review of triangle properties will help strengthen his understanding in this area.

Rory demonstrated significant improvement in answering questions involving the addition of integers, showcasing progress in this area. He utilised effective strategies for time-based questions, although a couple of "focus errors" led to incorrect final answers. Rory displayed an ability to self-correct when reviewing these errors, indicating an awareness of his mistakes and a willingness to improve. In subtraction problems, Rory easily utilised the subtraction algorithm to answer equations, demonstrating proficiency in this area. Rory displayed comfort with multiplying fractions and unit fractions of collection, as well as efficiently working through increasing and decreasing number patterns. Additionally, Rory had much better energy in this lesson, which contributed to many of the positive takeaways mentioned above.

While Rory is comfortable with subtraction using the subtraction algorithm, he needs further practice with utilising the number line strategy. Although Rory remembers that brackets come first in BODMAS, he still needs to familiarise himself with the rest of the acronym. Rory encounters some issues with simplifying fractions, indicating a need for additional practice in this area. He also initially struggled with converting mixed numbers into improper fractions but showed improvement after further practice. Rory still makes a few focus errors where he rushes through a question or doesn't write out his working. There are many occasions where I ask him to read the question again or write out the steps, and he is able to effectively answer the same questions where he had initially made some mistakes. He is improving in this area, but it still requires further emphasis so that he can limit focus errors.

Rory demonstrated confidence in several areas, particularly in addition of integers. He showed proficiency in subtracting integers and understanding concepts such as "net mass" and "gross mass." He displayed an understanding of basic operations like subtraction, effectively utilising strategies such as the number line approach when prompted. Rory continues to show improvement in various areas of Maths. He has proven to be a quick learner who is able to self-correct any "focus errors" when dealing with concepts that he has some level of familarity with.

While proficient in addition of integers, Rory encountered difficulties with questions involving consecutive symbols like "+ -", where he mistakenly added instead of subtracting. He would benefit from additional practice in distinguishing between different symbols and their corresponding operations. In wordier problems, Rory struggled to break larger questions into smaller, manageable chunks, indicating a need for improved problem-solving strategies and approach. For time-related questions, Rory made small errors due to relying on memory instead of writing out steps, suggesting a need to develop a more systematic approach to problem-solving. Rory is unfamiliar with the concept of BODMAS (Order of Operations) and answering questions involving grouping symbols. Further practice in this area is recommended to enhance his understanding and accuracy. In addition and subtraction of fractions, Rory forgot to utilise the strategy of simplifying fractions, indicating a need to reinforce this technique. It's worth noting that some errors in this lesson may have been influenced by a lack of energy in this particular lesson, as Rory has previously demonstrated awareness of effective strategies for similar types of questions.