James still struggles in regards to doing Reducing Balance Loans namely with using a table, and recognises he needs more practice in this topic. James is able to answer simple questions regarding energy conversion and fuel consumption, however may require more time to get used to conversions and finding a general rate from the question that can be adjusted to find the answer. James confused minimum spanning tree to the idea of least expected completion time for critical paths, which are both separate. James is able to easily calculate and traverse through a network graph, and find shortest paths, or find a number of edges. James had some gaps in regards to fundamental terminology such as degrees. However, he is able to answer questions once reminded.

With the issues of terminology, it would be recommended to have a study page just for easy to read/with diagram terminology page just to ensure that James knows important keywords that may be used in the HSC exam. James should consider just writing down given information. There are cases in rates where it is simply much easier to just first write down the rate given, and then adjust that rate to what is required. This makes problem solving much easier to conduct as it makes it easier to connect dots with a given rate rather than converting separate values.

Harrison was able to identify the triangle, and solve for missing angles for a triangle. Harrison recognises the alternative, opposite, corresponding, and co-interior angles. And is able to connect them to certain shapes such as Z-shape, C-Shape, F-Shape, etc. Harrison noticed the differences between quadrilaterals and discerned them by shape. Harrison struggles in remembering opposite, corresponding and co-interior angles.

Harrison requires more exposure to various situations involving angles in parallel lines, as a topic that is taught in year 9 & 10, Harrison should get used to it so he has an easier time solving simple questions, and can challenge harder questions.

Harrison was able to identify different angles such as acute, obtuse, reflex, etc. Also consider the differences and a focus on the angle number rather than mainly the shape to determine angle. Harrison understands complementary, supplementary, and can solve questions of this type i.e finding angle to create complementary angle, however doesn’t recognize the names. Harrison still struggles with remembering IQR. Harrison has kind of understood the idea of vertically opposite angles, but connected the dots for missing angles for revolution.

Harrison requires more practice in identifying different angles, more focused on numbers rather than shape. Making him recognize the important angles such as 90, 180, etc can make knowing what is acute and not acute easier to conduct. Harrison needs to properly revise, as he has completed the homework however was unable to complete the same concept this lesson. Harrison should try to understand the answers and why it is answered that way.

James is able to do the majority of the steps and in some cases getting the correct answer in the HSC questions given without too much assistance. Has some difficulties answering some questions without the assistance of a proper formula of bits of the topics.

James should heavily consider having a dedicated page or section of his book just for formulas as the maths standard formula sheets are heavily limited, which makes having these formula notes valuable. James in terms of memorisation could employ some memorisation techniques such as flashcards, constant revision, etc. Recommended to at least review notes from previous lessons from tutoring/school to gain better retention of previous content.