Year 5 student Jason worked through **perimeter and area problems involving irregular shapes** such as squares and rectangles, and briefly revised the 6, 7, 8, and 9 times tables for fluency.

Year 8 student Luka focused on **expanding and factorising polynomials of varying degrees** and also reviewed a poem for an upcoming English assessment by discussing techniques used in poetry.

Meanwhile, Year 10 student Ella practised simplifying linear equations as well as **polynomial expressions**, using exponent rules to reinforce algebraic manipulation skills.

A Year 7 student was "struggling with fractions," but avoided showing all calculation steps, making it difficult for teachers to pinpoint errors—this slowed progress on class tasks.

In a senior Maths lesson, a Year 12 student reviewing annuities and significant figures tended to revise only familiar formulas rather than tackling challenging examples; as one tutor put it, "she should revise the basic applications of the unit circle so she can move on."

Meanwhile, a Year 6 learner's long division work skipped necessary written steps, which meant their teacher couldn't follow their process during assessment.

One Albury tutor noticed a big shift with a Year 10 student who used to guess at algebra mistakes but now actively asks questions to understand where he went wrong, showing real initiative.

In senior maths, Sienna initially found matrix recursion relations confusing but ended up using them independently to solve complex worded problems by the session's end.

Meanwhile, in primary maths, Maya was proud to tackle her 6 and 9 times tables without prompting—she even did extra Naplan practice between sessions for the first time and chose to show her work unprompted.