Lilly once again showed that when she took things slow, read through the question and used proper working out methods, she could reach the answer on her own.

However, Lilly more often than not did not do this, instead trying to solve the question easy ways that don't require her writing out working out that often lead to incorrect answers. Instead of using a ruler to check a graph she would estimate with her eye, instead of using algorithms for large additions and subtractions she would use her head. If she is able to move away from this and start solving each question with proper methods she will experience vast improvements.

Lilly had relatively better focus during the start of this lesson, following along well. After some prompting, she was able to solve some questions when she slowed down, read the question thoroughly, and complete her working out properly.

Her focus still fell off towards the end of the lesson making it harder and harder to move as we progressed. In terms of the content, she still struggles with applying her knowledge for harder questions that require more problem solving

Lilly did seem to be able to focus slightly better in this format of lesson, where we are implementing math's into real world problem instead of working through worksheets. She was adept at using the area formula to calculate the area of each individual room and then the area of the entire house.

Lilly often times attempts to solve problems in lazy ways, trying to do complicated multiplication in her head, eyeballing measurements, not using a ruler when necessary. Individually one of these things by themselves could be accepted, but together, they drastically bring down the quality of her work. This shall be a main point of improvement going forward.

Lilly displayed that she was more than capable of using the area formulas to find the area of shapes, particularly in one question where little help was needed and despite the length of the question, it was solved relatively fast. In this lesson, she displayed better formatting skills, writing out the formula first, and then substituting the values from the question into the formula, and then using algorithms to solve the formula.

Lilly's mathematical reasoning skills need large improvement. When trying a selective test style question at the end of the lesson, Lilly needed help throughout the entire question, not knowing what to do on her own.