Year 5 student Arman focused on improving multiplication using box and lattice methods, then revisited addition and subtraction skills through targeted worksheets.

In Year 8, Mahima tackled simultaneous equations by learning both the substitution and elimination methods, alongside expanding and factorising algebraic expressions.

For Year 10, Jessica concentrated on drawing linear graphs by calculating gradients and intercepts, as well as applying index laws for multiplying and dividing indices with like bases.

In Year 8 maths, messy or unclear written calculations led to confusion, especially when simplifying algebraic expressions—one tutor observed, "She needs to fix some of her maths layout, primarily on how she sets out her calculations."

A Year 10 student hesitated to ask for help with difficult worded problems and spent too long worrying about unfamiliar concepts, which slowed progress.

In senior years, a lack of double-checking persisted in probability and indices work; mistakes often went unnoticed because answers weren't reviewed.

When homework was incomplete in Year 7 algebra tasks, earlier gaps in times tables knowledge remained unaddressed.

One Cranbourne East tutoring session saw a Year 10 student finally stop needing the tutor's approval after every algebra step; she now checks her own work and only asks for feedback at the end, a big change from before when she needed reassurance throughout.

A high schooler who used to get stuck on index laws now completes homework independently and has improved her maths layout significantly.

In Year 5, one student who was hesitant about long division is starting to write out each step methodically, even converting remainders into fractions—a habit he hadn't tried before.