Year 7 student Emily focused on adding and subtracting fractions with different denominators, practising how to find the lowest common multiple, and extended to multiplying and dividing fractions.

In Year 9, Ethan worked through solving simultaneous equations using both substitution and elimination methods, as well as simplifying algebraic expressions from past exam questions.

Meanwhile, Year 10 student Grace reviewed linear systems by modelling equations in the form y = mx + b and practised drawing and analysing graphs to solve problems graphically and analytically.

In Year 4 maths, reluctance to attempt fraction and decimal questions was evident; "why are we doing this?" signaled disengagement, especially with tasks like dividing by 10/100/1000 or fraction addition.

For a Year 7 student, avoidance of written working—preferring mental calculation in multiplication problems—meant steps were missed and errors went unchecked.

In Year 11 trigonometry, hesitation in identifying relevant information from word problems led to confusion when isolating unknowns.

Meanwhile, a senior student's algebra work showed unclear layout: as one tutor noted, "handwriting and laying out his work" needed attention since missteps in solution flow muddled correct reasoning.

One Mona Vale tutor noticed a big shift in a Year 10 student who had always felt lost with fractions—by the end of their session, he could explain what fractions mean conceptually and used visual grouping to work out equivalent fractions on his own.

In another case, a Year 11 student moved from confusion to confidently expanding brackets and factorising expressions with powers, picking up how to handle negatives without prompting.

Meanwhile, a Year 4 student who used to rush through perimeter questions now explains not just how but why the rules work before solving them step by step.