Year 4 student Damir focused on number identification and basic addition and subtraction, alongside measuring and shape recognition using practical examples.

In Year 7, Willow worked through solving algebraic equations and challenging fraction operations to build confidence with multi-step problems.

For Year 8, Mira developed skills in multiplying and dividing fractions as well as understanding order of operations, tackling questions that integrated both concepts for deeper mastery.

A Year 7 student repeatedly attempted complex fraction questions and algebra in his head rather than on paper, often losing track mid-problem—"he talks aloud well, but doesn't write down his working," a tutor noted.

In Year 10, incomplete homework meant less exposure to new problem types, leading to uncertainty when converting between decimals and percentages.

A primary student showed reluctance to attempt unfamiliar long division unless prompted, hesitating out of low confidence.

For a senior student in algebra, messy written work without step-by-step layout made it difficult to check for errors or follow reasoning later. This led to confusion when reviewing multi-step solutions during revision sessions.

A tutor in Red Hill recently noticed Willow, a Year 7 student, taking real initiative by asking for extra practice on algebra after previously relying on prompts—she now tries to solve equations before seeking help.

Riley, a high schooler, had struggled with graphing linear equations but can now plot points independently and use gradients and intercepts to draw graphs without guidance.

For younger students, Gracie overcame her earlier hesitation with large numbers and managed complex place value tasks with less support than before.

Last week, Willow solved all the probability questions unaided.