Year 6 student Adele worked on operations with decimals, including multiplying and dividing them, and practised applying place value concepts to support accuracy.

Year 7 student Mia reviewed algebraic expressions—simplifying, factorising, and expanding brackets—and explored multiplying exponents with the same base using step-by-step written explanations.

Meanwhile, Jaidan in Year 8 focused on mastering Pythagoras' theorem by breaking down the formula's application to right-angled triangles and also spent time reviewing his recent test to address specific misunderstandings in geometry.

In Year 3 maths, one student often guessed answers for worded division problems or larger multiplication facts instead of working them out, saying "it's too hard" before attempting. This led to repeated confusion with remainders and symbol meanings.

In Year 7, another student rushed mental arithmetic rather than writing clear steps—"he prefers rushing through his working rather than writing it out step by step," a tutor noted—which made it difficult to track down errors in negative number calculations.

By Year 10 algebra, skipping written working meant sign errors went unnoticed until results were checked at the end, leading to frustration when mistakes accumulated.

A tutor in Camberwell noticed Jayden's answers have become more structured and thorough—he now explains each step in algebraic problems, rather than just giving the final answer.

Jaidan, a high school student who previously struggled with Pythagoras' theorem, was able to spot where he'd gone wrong on his last test and corrected his approach when reviewing practice questions.

Meanwhile, Mia has started asking for clarification instead of skipping tricky worded maths problems; this shift means she now completes most multi-step questions independently, including finding 10% off prices and calculating change with decimals.