Year 4 student Claudia focused on addition with large numbers using the split strategy and was introduced to subtraction involving tens, such as solving problems like 165–60.

Year 8 student Leo worked through rational versus irrational numbers and practised rounding values to significant figures as well as calculating rates in context.

For Year 11, Maddie revised geometric series and explored transformations of graphs, working through how shifting or stretching affects function shapes.

In Year 10, one student repeatedly left homework incomplete, which meant valuable session time was spent reviewing missed practice rather than progressing.

During trigonometry in Year 11, hesitation to write working on paper led to confusion when rearranging equations—"he tends to try questions in his head before writing it down," noted a tutor.

In Year 7, forgetting key terms and relying heavily on calculators for simple operations made pattern recognition in algebra harder.

Meanwhile, a Year 4 learner lost focus near the end of sessions and struggled to retain times tables without regular outside practice or completed homework.

A Frazer Park tutor noticed that a Year 9 student who had previously hesitated with worded algebra problems is now tackling them more confidently and even solved several independently after using visual graphing strategies.

In Year 11, another student who used to need constant reminders for trigonometric ratios began recalling them unprompted and could spot equation patterns faster than before.

Meanwhile, a Year 3 student showed new independence by choosing to use the expansion method for times tables without being prompted—something she'd relied on guidance for just a week earlier—and worked through shuffled questions using her own whiteboard notes.