Year 6 student Elise worked on adding and subtracting fractions with different denominators and practiced converting mixed numbers into improper fractions.

Year 10 student Amelie focused on solving simultaneous linear equations and explored problems involving parallel and perpendicular lines.

Another Year 10 student, Michael, tackled quadratic equations using vertex form to graph parabolas and applied root-finding methods, including the discriminant, for a deeper understanding.

A Year 8 student regularly arrived without completed homework, resulting in lesson time spent finishing tasks instead of progressing to new material—"we too often, lose a lot of time during the lesson finishing work that should have already been completed."

In Year 10 maths, one student's working was described as "very haphazard," making it difficult for both tutor and student to follow calculations or review errors.

Meanwhile, a Year 11 student over-relied on their calculator early in problems and sometimes failed to format answers correctly, which cost marks in tests. A lack of engagement also surfaced when extended responses were required.

One Lee Point tutor noted a big shift with Amelie, a high school student, who used to hesitate and double-check every step in maths; now she approaches application problems for quadratics with far less self-doubt, identifying concepts independently and even correcting her own errors after tests.

Elise, also in high school, recently started outlining each step of her multi-step maths problems aloud before solving—something she avoided previously—which has led to clearer thinking and more accurate answers.

Meanwhile, Michael in primary school volunteered to expand on a short story draft at home after initially struggling to get ideas down during sessions. This showed increased initiative and independence.