Year 8 student Greta worked on expanding and simplifying algebraic expressions, as well as solving equations with multiple variables, including practical worded problems.

For Year 10, Lucas focused on trigonometry by applying SOH CAH TOA and using the sine and cosine rules to find unknown side lengths in triangles.

Meanwhile, Year 11 student Emily practiced circle mensuration—calculating areas and arc lengths—and reviewed angles of elevation and depression through diagram-based problems.

In Year 4 maths, one student often skipped double-checking answers in division and fractions, which led to small errors and "lowered confidence in the subject as a whole."

She relied heavily on drawing shapes for fraction questions, but this strategy faltered with more complex denominators.

In senior maths (Year 12), another student's notes revealed confusion applying formulae: during trigonometry, they rearranged equations incorrectly when isolating variables—multiplying instead of dividing—resulting in wrong answers that weren't caught until test review.

Across year levels, messy or incomplete written working sometimes made it hard for teachers to pinpoint whether mistakes were due to misunderstanding or copying errors.

A tutor in Brown Hill noticed one Year 8 student who had previously struggled with multi-step equations now expanding brackets and combining like terms independently, even managing questions that swapped between positive and negative numbers.

In a recent session, a Year 10 student who found exponent laws confusing was able to quickly apply them—even in unusual formats after working through some targeted examples.

Meanwhile, a younger primary student who often hesitated to read aloud became so absorbed in the story that she started expressing character voices and reacting naturally to events as she read.