Year 3 student Kush practised **addition with single and double digits**, explored partitioned fractions, and read sentences to learn about contractions.

In Year 8, Nelly focused on **simplifying algebraic expressions with negative coefficients** and revised index laws for multiplying and dividing powers with the same base.

Meanwhile, Year 9 student Daniel worked through **Pythagoras' Theorem applications** and represented real-world problems as algebraic expressions using diagrams to clarify each step.

In Year 9 Maths, several students left a significant portion of their schoolwork unmarked—"I explained this would need to be rectified in order for me to help him"—which limited targeted feedback and slowed progress.

A Year 11 student forgot to complete assigned homework, meaning key practice opportunities were missed before tests.

For a Year 7 algebra session, over-reliance on calculators was noted, especially with simple multiplication facts, which prevented fluency and led to confusion between operations like x² and 2x.

In Year 3 English, one student's focus drifted easily during longer readings, causing messy written work and unfinished comprehension tasks.

One Kenthurst tutoring session saw a Year 10 student, Nelly, move from needing help with factorising algebraic expressions to confidently expanding and simplifying more advanced questions involving index laws—she now solves them independently after practice.

In Year 11 English, Leah used to struggle with analysing poetry but has started identifying key themes herself and allocates time for reading before answering questions, showing new initiative.

Meanwhile, a Year 3 student, Kush, who previously hesitated when spelling unfamiliar words, now tries sounding them out aloud and makes self-corrections without waiting for the tutor's prompt.