Year 4 student Alex worked on dividing numbers with remainders and spotting patterns in multiplication, including identifying factors of numbers.

For Year 9, Sam practiced solving simultaneous equations using both algebraic and graphical methods and reviewed the index laws to strengthen skills for an upcoming test.

Meanwhile, Year 10 student Mia focused on quadratic factorisation—including trinomials and difference of two squares—and expanded her understanding by applying these concepts to word problems.

In Year 3, one student avoided showing working in maths and often counted on fingers rather than recalling times tables—this slowed progress in division and long multiplication.

"She needs to work on showing her working out," noted a tutor, after another session where answers were given with little written process.

In Year 9 algebra, another student hesitated to begin assignments and froze up when facing new problems, sometimes needing questions rephrased before making progress.

Meanwhile, a senior student struggled to apply the FOIL method in quadratic expansions due to anxiety about errors; confidence dropped further after mistakes, leaving blank spaces instead of attempted steps.

One Tatachilla tutor noticed a big shift with Lara, a high school student who used to hesitate asking for help; now she identifies her own mistakes during exam revision and explains how she'll fix them.

In another recent session, Sasha—also in high school—taught her tutor a new algebra method from class, showing not just mastery but real independence after struggling with equations last term.

Meanwhile, Nicole in primary school moved from 0% to 75% on her rounding test and can now complete times tables without counting on her fingers, working through homework independently with far less prompting than before.