Year 4 student Ella revised **times tables up to x12** and practiced larger addition equations, focusing on accuracy and confidence.

For Year 10, Taylor tackled coordinate geometry skills such as **calculating distances with the distance formula** and determining gradients, along with sketching linear equations on a grid.

Meanwhile, Year 12 student Jakob worked through **annuities and loan repayments** using practice questions from General Maths resources, then applied least squares regression analysis to real data sets.

A Year 12 student working on annuities and loan repayments repeatedly made small errors in their calculations; as noted, "Jakob still made some small mistakes in his working," which meant time was spent fixing these rather than tackling new problems.

In Year 10, confusion arose when rearranging equations—sign changes would trip the student up, slowing progress through algebra topics.

Meanwhile, a Year 4 student continued to rely on counting with fingers for addition practice instead of building fluency; this slowed down her ability to keep pace during more complex subtraction work.

One high schooler hesitated to ask questions in class, leading to uncertainty when extracting equations from worded linear relations problems.

One Carbrook tutor noticed a big shift with a Year 10 student who, after needing step-by-step help last month, now works through practice exam questions almost entirely on his own—just checking his notes for trickier parts.

Another high schooler who used to guess at answers is now openly asking for clarification and then correcting her own mistakes during sessions, which she'd never done before.

Meanwhile, a younger primary student who always relied on counting fingers has started finishing double-digit addition problems much faster and rarely needs prompting to keep going.