Year 4 student Sophie practised multiplication with large numbers, reviewed times tables, and started working on equivalent fractions using visual aids.

For Year 9, Liam focused on solving trigonometric equations using SOH CAH TOA and tackled composite area problems involving triangles and irregular shapes.

Meanwhile, Year 11 student Sam worked through applications of integration—identifying antiderivatives from integrands—and explored questions about discrete random variables in probability contexts.

A Year 12 student tackling rational functions hesitated to attempt problems without first reviewing textbook examples, showing reliance on worked solutions instead of trusting their understanding—"Try solving the problems in the textbook without looking at the examples first," one tutor urged.

In Year 10 algebra, messy and convoluted solution layouts occasionally made it difficult for him to identify errors or communicate reasoning clearly, sometimes leading to confusion mid-question.

Meanwhile, a Year 5 learner's confidence dips after setbacks; when answers don't come easily, focus wavers and silly responses follow. After sports day fatigue, she struggled to stay engaged and needed frequent redirection just to remain on task.

A tutor in Balhannah recently noticed a Year 11 student who, after struggling with complex algebraic problems last week, was able to independently recall the necessary techniques and solve tougher questions without prompts.

Another high school student has become noticeably faster and more accurate during timed practice sessions—where he once hesitated over complex breakdowns, he now approaches them with new efficiency and self-assurance.

Meanwhile, a Year 4 learner who previously guessed at times tables began openly using tools like her fingers and past work for support; she now confidently fills out multiplication charts on her own.