Year 5 Myra worked on adding, subtracting, multiplying, and dividing fractions—including worded problems—and practiced decimal operations and telling time for upcoming assessments.

In Year 10, Zariah focused on rearranging physics equations (such as d = vt and Ek = ½mv²), solving real-world energy questions, and using scientific notation.

Meanwhile, a Year 12 student tackled projectile motion with oblique launches and explored circular motion concepts like normal force calculations and period/frequency using problem-solving steps.

A Year 9 student's algebra work showed a tendency to commit early to one method, even when the first approach led to simple mistakes, which made correcting errors more difficult.

In Year 12 calculus, skipping the step of multiplying by the derivative in chain rule questions meant correct answers were missed after good starts.

Meanwhile, a Year 7 learner's unstructured working out in equations left them lost mid-problem and unsure which formula to use.

For a Year 4 maths task on time formats, unclear layout between AM/PM and 24-hour clocks caused confusion—so reading back through solutions became frustrating instead of clarifying.

One Herne Hill tutor noticed a Year 12 student who previously hesitated to attempt exam-style questions is now asking for more challenging problems and can complete several independently, especially after mastering simultaneous equations.

Another high schooler made a clear leap by not just recalling theorems but confidently applying them to unfamiliar situations without prompting—something they struggled with before.

Meanwhile, a younger student in Year 5 who once avoided mental maths now solves addition and subtraction tasks out loud, checking her own answers and only asking for help when truly stuck. Last session, she finished all ten problems without errors.