The student did explain variations, transformations with regards to graphs and was able to demonstrate how to show his understanding of variations and graph transformations. This also applied to usages with regards to proportionality symbol, usages and showing how to use proportionality. The student could explain to me graph modelling long to the base 10, modelling and seeing correlations to y=mx+c and variations of y=mx+c

In depth understanding and study would be needed of variations and transformation of graphs, as the student needs to confidently explain to me those usages and applications. This also applies to all the topics covered, I have also requested the student to obtain his own practise test for next lesson and study year 12 version of the topics as this is to ensure that the student can achieve the best marks possible for the upcoming test on Wednesday. More talking out loud is needed for the student’s understanding for upcoming topics that will be on the test.

The student was able to explain to me the basic concepts of stem and leaf plot. Able to explain to me the differences between medium and mode and how to obtain those results. The student was able to explain to me basic concepts and applications to probabilities plus obtaining subsets of certain categories that were mentioned in the questions, such as Venn diagram probabilities.

Understanding the concepts of different terms used in stem and leaf plots. Probabilities in the areas that the student is struggling on needs more understandings as the student was reluctant to inform me which areas were her strengths and weaknesses. The student has a test coming up in probabilities and statistics, it is a desire that the student does the best in the test. Null Factor Law from the student's last test had some difficulties in the concept understanding part. The student needs to work on the algebra, trinomial equations, cartesian planes. These math topics are relevant to the student's future career, as the student can achieve her career ambitions. The student's notebooks needs to be dated as well.

The student was able to explain to me how decimal divison is done without a calculator. Correct the student's own mistake Q1 and Q2 from the test. Q4 F, after explained to the student second time the student understood mistakes made on the test. Q5 the student was able to correct herself on the mistakes that were made.

Q4 J on the test please practise more of integers positive and negative values, especially with fractions, please write out the algebra manipulation steps 1 by 1. Q9 to Q12 are above level questions however they are related to geometry such as Q12 and can be related to the student's future career. Q9 a, 2(x+4)-3 is (2*x + 2*4)-3 Q9 b, 12-3(5-2x) is 12 - (3*5 - 3*-2x) so it comes to 12 - (15 - -6x) but "- -6x" makes a positive as double "-" cancels each other out. Q9 c, x(7-x)-3(x-7) is ( x*7 - x*x ) - ( 3*x - 21) so 7x - x^2 - 3x - -21 so using what has been known that double "-" cancels each other out the answer would be 4x-x^2+2. Q9 d, 12(1/2-b)+b is (12*1/2 - 12*b) + b so, ( 6 - 12b) + b so the answer is 6-11b. Q10 a, swapping the signs and the division rules. Q10 b, works on the same principle as Q 9 a. Q 10 c, ( 4(x+4) )/ 12= 9 cancel out 4 and 12 from outside of "(x+4)" section which will come down to (x+4)/3= 9 so multiply 3 on both sides that will get you x+4= 27, so x= 23. Q10 d, 3y/5+7= y convert all to fraction with the same denominator so it will be 3y/5 + (7*5)/5 = (5*y)/5 so, 3y/5 + 35/5 = 5y/5 this will make the process easier, so drag "3y/5" to the other side which will become 35/5= 5y/5 - 3y/5 to make the math easier, so, 35/5 = 2y/5 multiply the whole thing by 5 so, it will become ( 35/5 = 2y/5) * 5 to get remove the denominator so it will become 35= 2y followed by algebraic manipulation to find the value of y which is 35/2 = y. Q11 a, works on similar principle as Q 10d. Q 11 b works with similar principle as Q 9a, this also applies to Q 12 as all of the questions are expansion and simplifications of binomial distributions and is used in geometry. These math questions can be related to the student's future career goal. Do not give up, please keep the efforts going, as the student shall do excellent in math and achieve the student's own future career goal.

Understood and successfully completed integer addition and multiplication e.g -3 x 5 =-15, 3- x -5 = +15. Simplify simple algebra equations. Decimal multiplications without using calculator, could show on paper.

Keep practising long algebra simplifications as there were confusions in collecting like terms and collecting like terms e.g (2c^2b+ 4bc) simplify to 2(c^2b+2bc) this can be simplified down more to 2c(cb+2b). Keep practising using common factors to simplify algebra equations. Keep practising algebraic manipulations from 21x=2 to x=2/21, set some home work on this type. Ask math teacher using short division. Keep practising integers additions, subtractions, multiplications. Requested math course plan, all math exercise books, math textbook, math algebra test and math teacher feedback on algebra test. Need math teacher to teach decimal division. Would like to encourage the student, as the student can achieve and master these maths skills.