Year 8 student Jack focused on solving quadratic equations using both factorising and the quadratic formula, practising how to apply the null law in context.

Year 9 student Sarah worked through constructing and interpreting boxplots as well as scatter plots, and tackled writing and solving inequalities with real-life examples.

Meanwhile, Year 10 student Ben spent his lesson on simultaneous equations using substitution methods and also practised expanding binomials alongside factorising algebraic expressions for greater fluency.

In Year 10, one student had not completed any extra revision for their upcoming exam between sessions; as noted, "we need to work on building independent study as a habit," so important review opportunities were missed.

A Year 12 student arrived without specific topics prepared for tutoring and struggled to pinpoint which classwork or pattern tests needed attention—making targeted support difficult.

In Year 4, messy working and unclear formatting in word problems led to confusion when reviewing steps.

When a Year 7 student avoided writing out algebra solutions, small sign errors crept in unnoticed until feedback was given in person.

One Wanniassa tutor noticed a Year 11 student who, after initially feeling unsure about algebra, began speaking up more during sessions and now works through complex problems aloud—a big change from her earlier quiet approach.

In a recent high school maths session, another student started using index laws confidently and rarely made mistakes, showing real independence where he used to need reminders.

Meanwhile, a Year 3 student who once hesitated with subtraction is now enthusiastic and remembers strategies from previous lessons; last week, he solved several mental addition questions without pausing for help.