Was able to identify equations with the same gradient once he got the hang of the y=mx + b equation. Was able to find the equations with simple problems, able to sub in values for x and y to find the y intercept and then find the expression for the equation. Is able to apply the distance formula into his calculator correctly to find the distance between any two points on a Cartesian plane, and is also able to apply calculator skills to find the gradient of any straight line. Was able to find the general form in most cases, and when gotten used to, was able to apply negative divisional rules to find the correct answer.

Just needs to practice applying y=mx+b, so he no longer gets confused as to what the gradient or the y-intercept is. Needs to work on mathematical fractional multiplication basics, must realize that x/2 and 1/2 times x are the same, and use this to identify gradients correctly. Needs to work on applying the formula to find perpendicular gradients (m1=-1/m2), especially with gradients that are fractions, needs to know how to do it through cross multiplication, and the flip rule. REALLY IMPORTANT; needs to work on basic algebra, making the y-intercept the subject in the easiest possible way. For example; (making y the subject); y-7x=4, he moves everything to one side, he only needs to move -7x to the right to make y the subject. Needs to understand the difference between a negative and positive gradient, and how they differ in situations.

Is able to look at a right angled triangle and extrapolate data to find expressions for the basic sine, cosine, and tangent ratios.

MUST REMEMBER; The sum of all angles in a triangle is 180 degrees, this is very basic knowledge that must be used in year 10 mathematics trigonometry. Knowing this he must show critical thinking to state why an opposing interior angle is (90 - theta). Needs to become more confident and concentrate on problems involving basic algebraic techniques, such as manipulating fractions by dividing or multiplying to make x the subject. MUST REMEMBER; The flipping rule of a fraction to turn the operation sign from either division to multiplication or vice-versa, it is very important as he struggling with these basic concepts and needs a push, he must work on listening and concentrating in order to understand the problems shown in the session in-order to apply these basic rules to more complex problems. I highly recommend from now on that he does not do working out in the question booklets, he needs to make sure he is doing all of his working out in the intended grid book recommended by the school. He also needs to concentrate more, to apply a better understanding of very basic simplification; canceling out like terms in the numerator and denominator. And needs to gain more confidence in making any value in any expression the subject. I also highly recommend he practices questions that involve subbing in known values to find unknowns as this is an area that he has shown to not be strong in. But over all I believe he has the ability to do these things, but needs to try and concentrate and follow each step of these trigonometric problems, which can be difficult as there are a lot of steps and things to consider.

Did well in remembering the method for taking away one of the triangles to simplify the problem. Was able to most cases identify the trigonometric ratio required to find unknowns. Was able to apply newly discovered logic to another basic problem including just one unknown. Was able to show some understanding in the proof of tanx = sinx/cosx, through the use of expressions of sin and cos.

Needs to realize that in these types of questions, the value of x for a smaller triangle, is part of either the adjacent, opposite or hypotenuse of the larger right angled triangle. Just needs to practice applying this type of critical thinking. Needs to work on using the smaller contained triangle for something that is useful, such as finding a needed angle or side, and realize that the smaller triangle and the larger share the same/or parts of the same side. Needs to work on the same type of problems, and realize the same methods still apply even if there are two unknowns; needs to work on algebraic techniques inorder to combine the two x's into one as the subject.

He did well mostly with relating the car to the first two laws of motion. And also showed a good use of scientific knowledge and vocabulary. At first was a rough start but soon got the hang of the logic of without replacement well, but with replacement was very good. All that is needed is practice !

Needs to work on understanding given criteria and what the criteria is actually asking of you. Also needs to work on the structure of responses based on key words like describe, identify, explain, analyses. He hopefully has started to use the IDEA acronym (identify, describe, explain, analyse).