Year 5 student Willow worked on solving algebra equations and tackling complex fraction operations, often using step-by-step examples.

In Year 8, Jack focused on expanding and simplifying algebraic expressions as well as applying index laws to various problems.

Meanwhile, Year 9 student Mia covered linear equations and practiced graphing these on Cartesian planes to strengthen her understanding of their graphical representations.

In Year 8 maths, one student often avoided writing out working for equations and fractions, instead talking through steps aloud—this led to confusion and lost marks when multi-step problems became too complex. As a tutor noted, "he tries to reason in his head but loses track of operations."

In senior classes, skipping written work or failing to check answers meant errors in unit conversions and incomplete solutions persisted.

Meanwhile, a Year 5 student repeatedly left homework unfinished; her times tables recall lagged behind peers, which made long multiplication slower and undermined confidence during practice tests.

One Dromana tutoring session saw a Year 10 student, Riley, move from hesitating over linear equations to solving almost any one set in front of him, even expanding brackets and confidently isolating variables—something he found daunting at the start of term.

A tutor also noted that Willow, in Year 8, now solves fraction and percentage problems entirely in her head, after weeks of needing written steps for every question.

Meanwhile, Gracie (Year 6) surprised herself by managing complex place value questions independently when previously she'd freeze if too many digits were involved.