Year 4 student Summer worked on telling time using analogue clocks and solving subtraction problems with number lines.

In Year 9, Ryan focused on his maths assignment by developing a dinner menu and calculating costs, applying real-life numeracy skills.

For Year 11, Joshua tackled trigonometry questions in preparation for an upcoming unit, concentrating on understanding and applying key ratios to solve triangle problems.

In Year 11 Engineering, a reluctance to actively seek teacher feedback and over-reliance on school resources held back deeper engagement with assignments; as one tutor observed, "he needs to ask more questions about what's expected so he can adapt his work."

Meanwhile, a Year 9 student was still struggling with note-taking and applying information without prompts—maths notes in particular lacked structure, making it harder to recall formulas under pressure.

In Year 3 maths, missed homework meant multiplication practice didn't happen at home, leaving confidence shaky during timed tables. A quiet hesitation to tackle unfamiliar problems led to slow progress when new concepts appeared.

One Golden Beach tutor noticed a Year 11 student who used to hesitate with advanced math now confidently choosing Mathematical Methods, after realising how easily he's handling current topics.

In Year 9, a student who previously got stuck on indices pushed through initial confusion and, after some targeted practice, was able to solve index problems independently by the end of the session.

Meanwhile, in Year 4, one learner who often needed hints for subtraction began talking through her process out loud and completed all her homework without prompting or reminders during the lesson.