Extending on from previous lessons, Julian showed that he understands both topics. Pythagoras’ theorem and basic trigonometry are some of the more straightforward concepts, so with enough practice he should not have any issues, even in test situations or when he is a bit more absent-minded.

Both topics involve right-angled triangles, so he occasionally got confused and mixed them up. He does understand the material, but I think he’ll still be prone to making small mistakes when he’s distracted or not fully attentive. In general, he needs to improve on completing his homework. I’ll have a word with him next lesson to make sure he’s attempting and finishing all the homework.

Compass showed that he scored 75% on one of his recent in-class tests. I was quite happy to see that our lessons are paying off and translating into test situations. Julian seemed indifferent, saying that he could have scored higher, which is a great attitude to have. Our lesson went well. I have noticed that setting the tone is very important. By asking Julian questions, being more interactive, and linking abstract concepts to real life, he is much more attentive and present. He absorbs concepts very well, and I am particularly happy with how he questions things such as why something is needed or how it works. Overall, the lesson went smoothly.

Everything went quite well. The topic is straightforward and mainly about correctly applying the formula. I will give him homework on trigonometry so he can practice and avoid making silly mistakes in tests.

Julian did exceptionally well. His class is currently revisiting straight line graphs on MathPathways, so it aligned nicely. We’ve found a really good rhythm working together. I ask if he remembers seeing a topic before, then get him to explain what he recalls in his own words and whether he knows what to do next. It’s been much smoother and more constructive this way. Even when Julian says “I don’t know,” if I push a little with a few more questions, he’s able to recall what he knows or remembers. I’m very happy with this because he’s always on the right track. He has an intuitive sense of what he should do, and I just guide him through the full working. He clearly understands the underlying concepts but sometimes feels overwhelmed when first reading a question, which is common in maths. The straight line graphs were too easy for him, so I tested his knowledge on previous topics (perimeter, volume, area, percentage decrease, algebra). He breezed through them, remembering exactly how to do each. To give him a challenge, I introduced linear transformations, which he grasped very quickly.

Julian was perfect this lesson. Next time, I’ll bring some extra advanced material in case the classwork is too easy again. He didn’t have any major problems this time, so I’ll start planning continuation or extension topics. I’d like him to keep practicing so that he masters these skills fully, to the point where even if he panics or gets distracted during a test, it’ll still be second nature. I’ll also check the VIC curriculum to see what level is currently being tested.

He did very well again this week, and I was really happy with how smoothly the lesson went. For each topic, we started with quick revision based on what he’s done in class. I gave him a short refresher, but I was impressed by how much he remembered. He did fantastic, so I introduced extensions of each topic, and he grasped them quickly. The lessons are flowing much better now because Julian doesn’t get stuck or need to backtrack. I explain a topic, we go through a few examples together, and he can then continue on his own. I was also really happy with how he asked questions, like “why is this the case?” or “why isn’t it the same as this?” which showed he’s connecting ideas, recognising patterns, and genuinely understanding the material.

Everything went very well, though Julian occasionally makes small mistakes like writing 3² = 6 instead of 9 or mixing up coordinates. But I was actually glad to see this because it shows his thinking process was right and it was just a small calculation slip at the end. Usually, when I point it out or ask if he’s sure, he catches it himself. He’s been performing much better these past few sessions, and I’m really happy with his progress. Going forward, I want to make sure that carries into his tests. As he becomes more confident, I’ll start leaving him completely alone with a few questions so it’s his responsibility to spot and fix any mistakes. I’ve noticed he can sometimes be a bit lazy with double-checking his work, so this will help build that habit.