Olivia showed competence in the Elapsed Timing questions having covered the topic in class, allowing her to move through the practice questions relatively quickly with small amounts of help from me. Her problem solving and analytical thinking skills were extremely good for this particular subject allowing her to quickly understand questions worded difficultly..

Olivia's concentration waned towards the last 15 minutes of the lesson, leading to us slowing down and repeated silly mistakes that she normally wouldn't make. She still had some trouble with problem solving for the data and graphing problems, especially questions that don't look like they involve algebra but can easily be solved through the use of and so therefore require students to create algebraic equations. One of the especially convoluted time questions also posed a struggle for Olivia as many steps were required, each of which she did not write down and so therefore easily lost track of her progress.

Lilly's focus in this lesson was noticeably better than most of our previous lessons. Whether this was due to her enjoyment/understanding of the new topic or something unrelated I am not sure. Additionally her working out was considerably neater this lesson, with minimal doodling, and neat formatting of her page. In terms of the content, she understood the key concepts behind algebra well enough, showing that she recognised the subject and that she had some prior knowledge, if minimal.

Lilly's memorisation of the techniques to rearrange equations to find x definitely needs improvement, with us going through one question together step-by-step and then Lilly almost completely forgetting how to do an extremely similar question right after. The pace with which we get through questions also needs some work as even with skipping many questions, we are generally unable to get to the harder questions each lesson.

Olivia is making noticeable improvements in area, perimeter, angles and algebra. She is now able to solve most questions we encounter in these areas with little prompting from myself. Especially prominent is her recognition of patterns within the problems we are doing, allowing her to use methods from past questions with relative ease.

Her memorization of certain concepts needs improvement such as how many degrees the angles in a triangle add up to or how two angles on a parallel line are the same. This will come naturally as she does more of these questions however, so it should not be a problem.

Lilly's recognition of equivalent fractions, decimals and percentages is improving, allowing her to more easily answer questions such as, "what percentage of the pie graph is blue?" Our consistent practice with converting between the three has had a great effect on Lilly's skills.

Lilly remains unfocused during lessons. She also constantly varies between large messy handwriting and smaller neater handwriting, leading to an overall hard to read page of working out, with one question being answered in 3 different parts of the page. In terms of content Lilly's basic arithmetic's could use some work, as it takes slightly longer than I would like for simple addition, subtraction, multiplication and division.