Year 6 student Yillen focused on calculating area and volume of shapes, including linking these measurements to earlier work with perimeter and Pythagoras' theorem.

In Year 9, Alex practised rearranging formulas to change the subject and substituted values into equations, using algebraic methods in homework applications.

Meanwhile, Year 10 student Sophie tackled trigonometry problems involving finding unknown angles and sides in right-angled triangles, applying both the Pythagorean theorem and SOHCAHTOA across different question types.

A Year 10 student struggled with motivation and punctuality, often logging in late or appearing distracted during online maths lessons—one session began 12 minutes late, and "I had to almost give him 80% of the answers this lesson to try to keep him engaged."

In a recent senior tutorial, time management was a concern; after just a few questions, most of the hour had passed.

Meanwhile, a Year 8 student sometimes left calculators at home or forgot key materials for revision, which slowed progress on algebra tasks. When work is missing or focus drifts, confusion can linger into future sessions.

One Blackwall tutor noticed a big shift with a Year 10 student who started asking for extra homework and openly requested help on challenging school assignments—something he was previously hesitant to do.

In Year 9, another student who struggled at first with Pythagoras' Theorem managed to walk away from the session able to explain the key steps without support, after initially having very limited knowledge of the topic.

Meanwhile, in primary years, one student moved from confusion to confidently answering maths questions unaided by the end of their lesson and even began tackling new problems before explained.