Year 4 student Alex worked on adding and subtracting money, as well as finding the correct amount of notes and coins needed to pay for items in real-life scenarios.

In Year 8, Sam focused on calculating the surface area of square-based triangular prisms and rectangular prisms, using diagrams to help visualise each shape.

Meanwhile, Year 10 student Olivia revised algebraic techniques and solved simultaneous equations, strengthening her problem-solving approach for upcoming assessments.

In Year 7, a student frequently skipped writing full working for algebra and linear equations; as one tutor noted, "he needed reminders to show each step or mistakes went unnoticed."

During a recent Year 10 test, another student lost marks after misreading several multi-step worded questions—vital information was missed due to not fully analyzing what was being asked.

In Year 4 maths, a child hesitated with subtraction borrowing unless guided through every step, which slowed progress on homework.

Each of these moments led to frustration when reviewing answers or understanding where errors came from.

One Dawesville tutor noticed a Year 8 student who used to guess during maths is now openly asking for help whenever stuck, making it much easier to tackle tricky problems together.

In a recent high school session, another student—who previously rushed through geometry—took the initiative to check all working and correct mistakes before moving on, showing new independence.

Meanwhile, a Year 5 student who found telling 24-hour time confusing was able to convert between formats almost error-free by the end of their lesson, after using visual aids for support.