Year 5 student Jason practised creating and interpreting frequency tables as well as applying the laws of indices, using examples from his own schoolwork.

In Year 8, Kai focused on understanding fractional indices and distinguishing between rational and irrational numbers, including practice with surds and identifying ordinal versus cardinal numbers.

Meanwhile, Year 10 student Victoria worked through solving quadratic equations by factorisation and revisited methods for expanding and extracting common terms from algebraic expressions using hands-on exercises.

During recent Year 11 Maths sessions, over-reliance on the CAS calculator was noted—particularly in defining functions and graphing—which meant less time spent understanding manual graphing methods. As a tutor wrote, "He used the CAS for every function task, but couldn't explain why graphs behaved as they did."

In Year 9 algebra, incomplete written working (especially in simplifying fractional indices) led to hidden sign errors that slowed progress during corrections.

Meanwhile, a Year 4 student avoided showing steps when subtracting three-digit numbers; this made it difficult to pinpoint where misunderstandings began and left gaps unresolved by lesson's end.

A Cocoroc tutoring session saw a Year 10 student, who previously hesitated with factorising algebraic expressions, start using the cross product multiplication method independently after struggling to follow each step last term.

Another high schooler tackled conditional probability by drawing Venn diagrams and reading two-way tables—a shift from needing constant prompts to now solving problems solo.

Meanwhile, in primary, one younger learner who often lost focus during maths has begun staying on task for full activities by turning number searches into games; he even chanted all the numbers aloud without reminders.