Year 6 student Emily focused on multiplying and dividing improper fractions and worked through negative number lines, practising with fraction operations.

In Year 8, Jake tackled solving simultaneous equations as well as applying trigonometry to find unknown heights or sides in triangles using diagrams.

Meanwhile, Year 9 student Sarah concentrated on graphing quadratic equations and simplifying quadratics, building confidence by plotting parabolas and rearranging expressions for clarity.

A Year 11 student arrived unprepared, repeatedly forgetting to bring a calculator and failing to provide current school topics—"never brings his calculator and refuses to bring new topics," noted one tutor—which limited lesson effectiveness and progress.

Meanwhile, a Year 8 student often relied on finger counting for basic addition rather than verbalizing steps, leading to gaps when moving into more complex calculations.

At the primary level, a Year 4 learner struggled to remember equation steps during worded problems, requiring prompts to recall operations in sequence; confusion increased whenever multi-step reasoning was needed within perimeter or area tasks.

One Mulgoa tutor noticed a Year 10 student who previously struggled with expanding and simplifying algebraic expressions now tackles bracket expansions independently, even explaining his steps aloud.

Another high schooler made a significant leap, lifting her exam results by about 30% between mid-term and end-of-year assessments after focusing on surface area problems in sessions.

Meanwhile, a Year 4 student who used to rely heavily on multiplication charts is now remembering times tables from memory and completes volume questions without prompts, choosing to attempt extra practice questions at the end of the lesson.