Year 5 student Ben focused on translating, rotating, and reflecting shapes in the 2D plane, along with collecting variables and solving linear equations using tables.

Year 10 Bronte reviewed operations with surds—such as multiplying and rationalising denominators—and practiced factorising both monic and non-monic trinomials to prepare for upcoming assessments.

Meanwhile, Year 11 Cohen worked through test preparation involving logarithms and exponentials, specifically solving related equations algebraically and reviewing graph properties like intercepts and asymptotes.

In Year 10 Maths, one student didn't complete all assigned homework (20 out of 24 questions) and brought no new notes after a week, which meant starting the next term behind.

A Year 11 student missed several maths classes, leaving most of a practice test unattempted; "she only wrote a page of class notes since last lesson," as noted by the tutor.

Another senior student's report draft was finished at the last minute but lacked content, delaying deeper writing work.

For several students in Years 8–12, inconsistent written working—such as omitting steps or plus-minus signs in algebra—led to repeated errors and lost time correcting them during lessons.

One Gwelup tutor noticed that Ben, a Year 8 student, has begun using "talking aloud" and backchecking strategies to catch his own errors—something he'd previously avoided, preferring to rush through problems.

In a recent high school session, Bronte made a breakthrough by talking through her method for dividing fractions out loud; this shift helped her spot and fix mistakes independently for the first time.

Meanwhile, a Year 3 student who struggled with reading clocks last month can now draw clock faces and accurately read the time after working through several examples together.