Astrid knows how to add/subtract with carrying over and she remembers her 3, 4, and 6 times tables by heart.

Astrid needs to keep in mind "fact families" - that is, she needs to remember equations such as 6 x 4 is the same as 4 x 6. Sometimes, when she gets an equation wrong (e.g., 7 + 5 = 13), she will guess the next answer instead of going back and redoing the equation (e.g., she will ask if it's 12, and if I say yes, and ask how she arrived at 12, she will say she doesn't know and is just guessing). Astrid needs to learn to slow down when doing calculations as well to avoid making silly mistakes.

Astrid's multiplication is improving and she is able to catch her mistakes before they are pointed out. It is clear she is gaining more confidence. She can now add/subtract with carrying with relative ease.

The concept of decimal places, and reading numbers with decimal places was confusing at first for her. She struggled with identifying that $1 = five 20c coins, or ten 10c coins, but was able to tell me that it's one-hundred 1c coins and two 50c coins. We brought in real coins to show her physically and she was able to understand it then. When reading $2.5, she read it as two-dollars and five-cents. However, after having her write it out herself using the physical coins, she was able to differentiate between $2.5 and $2.05. Astrid needs more practice with decimals.

Astrid is feeling more comfortable in adding/subtracting two- and three-digit numbers while requiring carrying. We also had worksheets from her teacher that had a compare/combine component which was quite confusing for her and myself, but we worked through it and it made sense.

Astrid needs to slow down and read the question properly, as she often makes silly mistakes like adding instead of subtracting, or pre-emptively assuming what the question is asking her to do instead of understanding it. We tried to improve this by having her underline the key pieces of information in each question.

While Astrid makes a number of silly mistakes (i.e., forgetting that we are subtracting instead of adding, or dividing instead of multiplying), it is evident that she is starting to catch herself making these mistakes, and fixing them before they are pointed out. Once she learnt how to rearrange equations, she was able to solve the questions relatively quickly. Her 3 and 4-times tables are getting much better as well.

Astrid's 6- and 7- times tables needs practice. If she sees something like 7x4, she will start to feel overwhelmed before being reminded that 7x4 is the same as 4x7. Once she sees the 4x7, she can solve the equation with relative ease. It is evident that she is getting faster and faster as well.