Year 8 student Claudia worked on algebra simplification using index rules and practiced expanding expressions with the distributive law, alongside learning to talk through her thinking for problem-solving.

In Year 10, Leonardo focused on financial mathematics by tackling income and taxation word problems and applying simple interest calculations to real-life scenarios.

Meanwhile, Year 4 student Nina revised addition strategies for larger numbers using the split strategy and was introduced to subtraction involving tens, helping build confidence with place value.

A Year 10 student repeatedly left homework incomplete, which meant that lesson time was often spent revisiting the same basic percentage and interest calculation skills instead of progressing.

As one tutor noted, "he was quite behind with trigonometry and was not aware of SOHCAHTOA."

Over-reliance on calculators also emerged during algebra tasks in Years 8–9; he hesitated to attempt mental math, making it harder to recognize patterns or spot errors without support.

Meanwhile, a Year 4 student struggled to maintain focus at the end of sessions—losing track while memorizing times tables—and this led to confusion when recalling them independently later.

A tutor in Catherine Hill Bay noticed one Year 10 student, who had previously hesitated with multi-step taxation problems, now working through these with minimal guidance and even calculating tax from tables independently.

Another high schooler made a shift in trigonometry: after initially relying on prompts for sine and cosine ratios, he started recalling them unassisted and recognised patterns in equations without help.

In primary, a Year 3 girl who once struggled to read times from an analogue clock now confidently reads complex times like 6:47 by herself—a clear step up in both skill and self-belief.