Year 3 student Scarlet worked on confidently counting to 100 and practising basic addition skills using number lines.

For Year 5, Cruz focused on building multiplication fact fluency and began applying long division strategies to solve problems involving hundreds divided by single-digit numbers.

Meanwhile, Year 6 lessons with Ethan included adding fractions and converting improper fractions into mixed numbers for real-world contexts.

In Year 3–4 maths, one student often avoided showing working in addition problems; as a tutor wrote, "struggling with neatness for adding" led to missed place values and confusion when reviewing errors.

Another pattern: forgetting homework or not practicing tables between sessions meant progress slowed in division and mental arithmetic.

In Year 5–6, lack of concentration became clear during lessons—after initial enthusiasm, attention drifted when tasks grew harder ("tended to tune out if things got a bit hard"), which left subtraction and fractions incomplete.

This reluctance to engage fully saw skills plateau before new topics could be tackled confidently.

One San Remo tutor noticed a big shift with Cruz, who started the session reluctant but later asked lots of relevant questions and managed to multiply large numbers—a turnaround from previous lessons where he'd been hesitant to try.

In another session, a high school student was able to identify problem elements independently in math tasks without prompting, showing new independence after often waiting for hints before.

Meanwhile, Scarlett had a breakthrough: after struggling with telling time, she now reads both hours and minutes accurately and even explained AM/PM distinctions while practicing on the training clock.