Shows a very good understanding of identifying functions whose domain and range are apart of all real values. Shows a good understanding of parabolic functions and visualisation. Shows an excellent understanding of vertical flips and translations with linear and parabolic functions. Uses set notation well to define the domain and range, can identify in most situations when to use either a ) or ] for domains and ranges for inclusion or exclusion bracket notation. When given a visual of a graph, they can identify the domain and range in most cases. Is able to find the domain and range in hyperbolas with a basic understanding of asymptotes.

Needs to become more familiar with graphs other than the linear and parabolic functions. These include the cubic, hyperbola, and absolute value function. Gain a further understanding of absolute values. Needs to further an understanding of algebraic ways of finding domains and ranges. I.e. division by zero error and square root of negative value error to find intervals. Build a greater understanding of aymptotes in functions such as the exponential and hyperbolic functions.

Was able to express fractions within fractions with a division sign to show simplicity. Shows an understanding of cross-multiplications when adding fractions. Showed an adequate understanding of factorisation, but practice will further improve this skill. Was able to flip the fraction to multiple two fractions and cross-multiply.

Improve their ability to view mathematical notations in different ways to enhance an understanding. I.e. a/b = a x (1/b). b/a \ 3 = b/3a. Needs to know when to factorise, and how it is used to simplify fractions. Needs to understand when a plus is in the denominator, cancellation is not possible until after factorisation. Improve overall factorisation of quadratics. Can apply exponent laws, but needs to memorise them.

Is able to apply surd laws correctly, but needs to memorise them as well. Shows a good understanding of rationalising the denominator, just needs more practice for further increasing confidence. Shows a good level knowledge in completing the square, in terms of the computation.

Needs to understand the notation of multiplication when not explicitly shown: ab/cd = a/c x b/d. NOT a/c + b/d. This critical thinking will go a long way in solving seemingly challenging questions with more ease. Needs to use crictical thinking to simplify surds by finding factors that have whole number surd solutions. I.e sqrt of 32 is sqrt(16)sqrt(2) = 4sqrt(16).

Is able to use trigonometric rations to find the components of forces. Is able to identify the sign of force vectors based on direction conventions. Understands the application of the pythagorean theorem in finding the resultant force vector. Is able to find the interior angle of the triangle based on the known components. Needs more practice applying this to compass coordinates for + x axis reference angle.

Needs to understand that hcostheta and hsintheta does not always = x and y components respectively, needs to realise it depends on the chosen angle. Should see the application of actually using the trig formulas. Needs more general practice with drawing free body diagrams and analyze them. Needs to see connections between mathematics advanced and physics for computation, but needs to build a greater understanding of the qualitative aspects of physics.