Year 10 student Greta revised negative numbers and algebraic expansion, then practiced writing and translating simple sentences in French using new food vocabulary.

Year 11 student Ethan worked through solving simultaneous equations by substitution and tackled coordinate geometry problems involving gradients and midpoints.

For Year 12, Priya focused on proof by contradiction and mathematical induction in logical proofs, followed by an introduction to rates of change within quadratic functions.

In Year 8 algebra, a student often skipped writing out steps when simplifying expressions, which made sign errors harder to spot and slowed progress—"he tends not to double-check answers," as one tutor observed.

In Year 11 Methods, confusion about when to use the cosine rule persisted because notes lacked clear structure, leading to repeated misapplication on test practice.

Meanwhile, in Year 4 maths, a student's heavy reliance on drawing shapes for fractions became limiting once denominators grew complex; visual aids no longer sufficed.

When written working was unclear or incomplete, teachers couldn't pinpoint where misunderstandings arose.

One Garibaldi tutor noticed a high school student who used to follow maths steps by rote now independently finds both parallel and perpendicular lines, needing only minimal hints.

Another teen has become much more willing to speak up when a question is unclear—last week, she paused mid-problem to ask for clarification on negative numbers instead of guessing, which helped her get through several long multiplication tasks without mistakes.

In primary sessions, a Year 4 student who previously struggled with equivalent fractions began matching them confidently using arrays and could explain how 6/12 and 1/2 are the same by counting out the dots herself.