Year 3 student Jai practised skip counting by 3s and 6s using brick pavers outside, and explored fractions through sharing real-life items like pizza and chips.

In Year 8, Alyssa focused on interpreting worded questions involving perimeters and decimals from her online Maths Pathways modules, while also reviewing key fraction skills.

Elysia, studying for TAFE entry (Year 10+), reviewed long division with step-by-step checking methods and strengthened her understanding of BODMAS, linking these to upcoming topics like decimals in her course.

For a Year 11 TAFE student, large gaps between sessions led to forgotten steps in converting fractions to decimals—"with a month's gap, she had forgotten parts of the process," noted one tutor—which meant valuable lesson time was spent revisiting old material instead of advancing to new topics like percentages.

In Year 8 Maths, another student sometimes avoided writing out working for worded problems and needed encouragement to underline key details; this resulted in occasional confusion about what the question was really asking.

Meanwhile, a Year 5 learner often guessed answers quickly on Prodigy rather than thinking through each step, which led to repeated mistakes until prompted to check her work before submitting.

A tutor in Bethany noticed Elysia now openly highlights each step and talks herself through complex BODMAS questions—she used to rush ahead and get lost but is taking her time for accuracy.

Alyssa, also in high school, has started making detailed notes while solving multi-step fraction problems; she'd previously tried to keep everything in her head and made mistakes, but writing things down helped her compare unlike fractions correctly.

Meanwhile, Tegan (primary) asked for extra homework on times tables and clock reading; last week she completed double the assigned work and corrected her own errors as she practised reading analogue clocks.