Student went well with the probability worksheet and was introduced to the idea of a permutation - sometimes event are different when the order of the event is switched. Student also introduced to experimental vs theoretical data. Student was largely successful in calculating equivalent fractions and can perform the step-by-step conversion of fractions into decimals with simpler values. Additionally, student was reminded that fractions are a representation of division, and used that knowledge to divide various integers by multiples of 10 to get decimals. Student had to have assistance with problem solving worksheet but still understood baseline process or fraction-decimal conversions.

Student did predominantly well in these lesson topics. Although she likes to calculate problems in her head, accuracy shouldn't be compromised and student should check her answers by solving on paper to be sure.

Student could apply area formulas flexibly to different shapes, and recognises the lengths that are relevant to the equation. Moreover, student displayed thorough understanding of decimal representation/values and understood to move the decimal point left or right based on the multiplication/division sign. At the end, student completed all probability questions with little trouble.

Student struggled slightly more with probability than the other two subjects: had some vague responses for 'explain' questions and sometimes fails to link probability to likelihood of event.

Student became very adept at converting between mL and L by shifting decimal points. Student quickly grasped the concept of volume displacement and linked it to the addition of two volumes. Additionally, could recall the formula of a volume easily and apply it to easier cube/cuboid/rectangular prisms. Student breezed through the data analysis component.

Student is not quite familiar with the process of calculating prism volumes using area of the prism base x height - she kept adding sides together in confusion. Student struggled to simplify fractional probabilities and although she knew the answers to most questions, struggled relating these fractional values to chance.

Student was particularly sharp in multiplying decimals. Furthermore, was able state in her own words, what a discrete and continuous dataset is. Successfully categorised discrete and numerical datasets. Excels in making logical assumptions and explanations for dataset values, and makes well-rounded interpretation of trends/patterns in data.

For questions requiring worded response, her answers are vague and do not link causation to occurence.