Year 6 student Greta worked on algebraic expansion and negative numbers, including using number lines for addition and subtraction of negatives, and also revised fractions and decimals.

Year 8 student Tom focused on trigonometry by labelling sides in right-angled triangles, writing sin, cos, and tan ratios, and using a calculator to find unknown side lengths.

Meanwhile, Year 9 student Priya practised solving linear simultaneous equations with substitution and reviewed the process step-by-step to improve accuracy with multi-variable problems.

In Year 4 maths, one student avoided showing written working when adding fractions or solving division questions—when asked "6/2?", she could answer only with visual aids. This habit left her confused when problems became less concrete, and, as a tutor noted, "messy layout made it hard to see where mistakes happened."

In Year 10 algebra, another student relied on calculators for simultaneous equations but struggled to remember which formula applied when—"sometimes applies cosine rule without checking the angle," observed their tutor. Not clarifying misunderstandings in sessions led to repeated errors and frustration during practice tests.

A Dunnstown tutor recently saw a Year 10 student move from hesitantly attempting quadratic equations to confidently forming and solving them with only minimal guidance, especially after struggling to remember when to apply the quadratic formula in earlier sessions.

Another high schooler surprised herself by tackling algebraic manipulation—she not only expanded brackets but also managed negative terms more accurately, having previously mixed up signs or variables when problems became multi-step.

In a primary session, one student who had avoided reading aloud due to nerves began choosing her own passages and read expressively, pausing to react and even volunteering to try trickier words herself.