Year 5 student Sam worked on converting fractions to decimals and multiplying fractions, using visual models for better understanding.

In Year 8, Lily practiced graphing linear and non-linear equations as well as calculating the mean and median from sets of data.

Meanwhile, Year 11 student Tom focused on revising arithmetic and geometric series alongside transformations of graphs in preparation for upcoming exams.

A Year 9 student avoided writing full working for algebraic multiplication, leading to confusion with negative signs—he skipped showing steps in expanding brackets, which hid sign errors.

In Year 11, a senior found it hard to choose the right formula during trigonometry revision and left some questions incomplete.

Meanwhile, a Year 4 learner struggled to recall times tables during word problems; hesitation here slowed progress on fractions.

In Year 10, one student missed opportunities to apply feedback on parabolic graphs and continued making similar plotting errors in later exercises.

A tutor in Gorokan noticed a big shift with a Year 10 student who used to hesitate during problem solving but now jumps into questions and openly explains each step out loud, especially when tackling quadratic equations.

In Year 11 maths, one student had previously struggled to identify the first term and rate in arithmetic series, but after some targeted work can now quickly spot both on her own and check her answers independently.

Meanwhile, a Year 4 learner who often guessed at times tables started using skip counting strategies for multiplication instead of guessing, finishing all ten problems without errors this week.