Isaac fluently used various methods to solve probability questions, including use of tables, venn diagrams, or calculations. In the first couple of sessions, Isaac was initially confused about the numerator and denominator for conditional questions, but he has been solving these with ease in the last couple of sessions which was great to see. He remains very good at vocalising his thought processes even if he is sometimes unsure. Putting some of this down in a concise way for working out would be great.

Some steps of the questions made Isaac a little bit lost sometimes halfway through. It would be a great tool for his own sake and for marks if he labels and writes working out more clearly so he can retrace his train of thought if he gets stuck. For example, for multi-step probability questions he can lable which probabilities correspond to which step.

Isaac is very effective at solving algebra problems, and identifying what to set as the variable for worded problems.

Sometimes for longer worded algebra questions there is some confusion, but he needed minimal intervention and just requires some more practice. He makes silly errors occasionally which just requires practice, a more careful style of working and some cleaner working out. There was some confusion about the physical interpretation of a quadratic when it describes a bridge. Practising graphing and recognising that the x-axis can represent the ground and y-axis the vertical height will be useful.

Isaac seems to perform well under a short time limit, when given 3 minutes to do a single question, often not requiring the full time. This time constraint seems to make him focus on understanding the question as fast as he can and reading mindfully, and then trying to find the most simple solution to the question. If he can keep up this level of focus and speed for a long period of time, this would be a great skill to have in exam conditions. He performed well for multi-step unit conversions of more than 1 dimension. He is good at factorising into brackets, but required help to get the equation in a form that was easier to factorise.

Isaac could work on his writing of working out as this is where the majority of the marks come from. Sometimes he can solve the question quickly but leaves working out that may be difficult for the marker to decipher. He should make it a habit to write one line of clear working out step for each mark that the question is worth. Parabolas remain a weak point. This is a difficult topic in general since there are many different forms of quadratics that can be used (turning point form, factorised form, general form, etc). He still takes some time and reminders to find the turning point and makes some silly errors such as swapping the x and y coordinates or forgetting which part of the function represents the x-intercept and which one for the y-intercept. At this stage the school has not taught certain techniques yet such as completing the square and quadratic equation, which will later become useful tricks to make certain questions easier. Test technique - In timed conditions, it is often good to take a moment to come up with a plan before diving straight into the question, which can help reduce getting lost in the question.

Isaac did the challenge questions quite well, and used data from tables very effectively, as well as effective use of algebra. Although finding the denominator for conditional probability questions was a point of confusion last session, he grasped this concept very effectively and quickly today.

He could practice his speed for distinguishing between categorical and numerical data, although his understanding of the concept was quite fast after a reminder (and he had only learned it at school that day) After he does each question, he should look back at his working and see what he could have done to be faster - e.g. for the table extrapolation question, he didn't have to draw a whole other table for working out, he could have annotated the one in the question to save time.