Year 8 student Ben reviewed algebraic techniques including the substitution and elimination methods for solving simultaneous equations, and began tackling measurement questions involving Pythagoras' theorem.

In Year 9, Mia focused on factorising polynomials and practiced graphing linear equations using provided examples.

Meanwhile, Year 10 student Lily revised logarithms in preparation for an upcoming test and worked through exam-style questions to reinforce her understanding of rearranging algebraic expressions.

In Year 9 algebra, a student often skipped showing working, as noted: "He needs to work on focusing more and not rushing questions." This led to sign errors that went unnoticed until the end of the task.

Meanwhile, a Year 11 student struggled to explain reasoning in geometry; without writing down steps, test answers lacked clarity—costing marks even when understanding was solid.

In primary maths, one student's tiredness meant homework was left incomplete or done reluctantly after prompting.

For another, messy layout when lining up numbers ("writing neatly and remembering to use an eraser") caused calculation slips during addition problems.

A Verdun tutoring session saw one Year 11 student who previously struggled with silly mistakes in algebra now slowing down during practice to check each step, noticeably reducing those small errors that cost marks before.

Meanwhile, a Year 8 student started using her own strategies—like jotting key information and double-checking answers—which is a big shift from last term when she'd rush and miss details.

In primary, Jay began catching his own times tables mistakes and correcting them on the spot rather than waiting for hints, ending the lesson by filling out all rows unassisted.