Matthew was able to persist throughout the lesson, even when tired. He was able to compute expressions quickly in his head. He read questions out loud and we worked on them step by step, acknowledging key information and drawing on our knowledge to work at the problems.

Matthew could use a small book to create key idea summaries. This would help him to create links between knowledge from different topics quickly and he could apply these links to more complex problems.

matthew was able to do most quiz questions i created for him about positives and negatives. he is using some of the tricks that i have taught him which is great to see. he persevered through the lesson even when he was feeling tired, and he did his best to engage with content on fractions, verbalising what he was finding tricky.

at first, matthew struggled to compute with fractions as they were unfamiliar, but he became more confident over the session. we will continue to practise different aspects of working with fractions.

Matthew was listening well and answering all of my questions for him. He was able to figure out the sign of a product, quotient, sum, or difference with good accuracy. We discussed mistakes and found points of confusion. I discussed treating negative signs as multiplication by negative 1, which flips the sign, and we made progress using this line of thinking. Matthew was able to relate his self to the world when discussing how one's social and historical context could shape their life and personality. We discussed how plays can be really powerful ways to deliver insights and evoke empathy.

Although Matthew was listening, we will work on finding ways to ensure he can actively process the things we discuss. For instance, I noticed that we had to reiterate the fact that multiplication by 1 does not change the size of a number multiple times, so I plan to develop more visual cues and engage Matthew through extra practise questions. When asking him open ended questions and encouraging creativity, Matthew does not always appear keen to come up with his own ideas. I believe he will develop this skill as his confidence grows, but it is worth practising for school.

Matthew identified ocean pollution as a major human activity damaging beaches. He was able to find factual information to support his claims about the dangers of pollution. I got him to verbalise his ideas before writing them down. He came up with lots of good ideas through conversation, but the key will be getting them down on paper.

We are still working on the idea that different types of presentations require different formats. Over time we will also improve Matthew's writing sentence structure.