Year 5 student Alex worked on addition, subtraction, multiplication and division with mixed and improper fractions, as well as converting between decimals, percentages and fractions—including recurring decimals.

In Year 8, Jasmine practised solving linear equations by finding x- and y-intercepts from the equation and rewriting equations in the form y = mx + b.

Meanwhile, Year 9 student Sam reviewed financial maths concepts like simple interest calculations alongside operations with fractions and a general algebra skills refresher.

A Year 9 student repeatedly avoided writing out algebra steps, often "estimating" rather than isolating variables, which led to confusion when negatives and brackets were involved.

In Year 11 financial maths, another student was observed relying heavily on formulas without understanding their meaning—when faced with worded problems, she defaulted to plugging in numbers rather than reasoning through context. As a tutor noted, "she just enters numbers into the formula and hopes for the best."

Meanwhile, a Year 8 student's written work lacked order: calculations were scattered across the page, making it hard to review errors or revisit feedback after setbacks.

One Hamilton East tutor recently noticed Danika's shift from hesitating to ask for help, to actively tagging questions in her workbook and seeking clarification—something she rarely did before.

Liz, a high school student, now routinely reviews past HSC papers on her own and is confidently explaining her reasoning out loud during sessions; she even corrected the tutor's mistake last week, which would have been unthinkable months ago.

Meanwhile, Lara (Year 5) used to quietly guess at division problems but now talks through each step aloud and completed a new linear equation question independently by the end of her session.