Year 9 student Josh worked through algebraic equations and tackled **BIDMAS**, focusing on the correct order of operations in problem-solving.

Year 10 student Emily explored quadratic equations, including word problems and applying the **quadratic formula**, as well as sketching parabolas by hand.

Meanwhile, a Year 11 student spent time reviewing financial maths topics such as **income tax payable** and annuities, with extra practice on factorisation using difference of two squares.

In Year 8 algebra, one student experienced a "mental blank on a rule with exponents," revealing that formulas weren't being fully committed to memory—during revision, this led to hesitations and extra time spent searching for steps.

In senior trigonometry (Year 11), another student's attention drifted when identifying pronumerals; as the tutor observed, "she assumed the order was the same as previous questions," causing working errors in sine rule problems.

Meanwhile, a Year 12 student preparing for HSC maths relied heavily on prompts before attempting practice questions independently. This hesitancy meant less self-driven consolidation of exam-style material between sessions.

A Helensburgh tutor recently noticed a big shift in a Year 11 student who, after previously losing marks on exams, is now recognising her mistakes and explaining exactly how to fix them.

In another session with a Year 9 student, the tutor observed her asking for clarification whenever stuck—something she used to avoid—and then applying the new explanations directly to practice questions without prompting.

Meanwhile, a younger primary student has started giving every division problem a go, even when unsure at first, rather than skipping tricky ones; last week she completed several long division questions independently for the first time.