Student had a good grasp of many probability concepts covered, able to recall them and how to use them without prompting.

Though does well with solid numbers, student still struggles with anything approaching algebra or variables. i.e. Given the question "There are X red marbles and Y green marbles in a bag, what is the chance of drawing a red marble?" student felt unable to come up with an answer, even when prompted that it should be in terms of X and Y. At times, student also attempted to apply certain tools to the wrong kind of question, misdirecting him on how to answr the question.

Student understood certain ideas quite clearly. i.e how the intersection of possible outcomes A and B corresponds to the probability of A and B occurring, and used a double table well in figuring out problems.

Some issues regarding remembering probability rules, however, more problems appear to be in how student was taught. i.e. student's teacher apparently had not yet taught the class that P(A and B) = P(A) * P(B) in the case of independent events, despite already being well into conditional probability. Otherwise, student had difficulty seeing how P(A) + P(not A) = 1 could be rearranged and used to determine probabilities, likely stemming from the known weakness with algebraic manipulation.

Was able to improve student's understanding of probability after working through problem of rolling doubles with two dice.

Student lacked intution with basic probablity. e.g. when asked how many possible outcomes there were when rolling two dice, answered 12. Student also seemed distracted and paid less attention than usual.

Student demonstrated quick recognition of most network theory concepts, such as isomorphism between networks and planarity of networks.

Student needed some prompting on vertex degree. Student also had significant difficulty mentally rearranging Euler's formula to make the number of vertices, edges or faces the subject, stemming from a lack of algebraic skill overall.