Year 4 student Alice worked on addition and subtraction skills in line with curriculum expectations, including the borrowing method for subtraction.

Year 8 Alyssa focused on applying order of operations (BIDMAS) to equations and interpreting worded maths problems, particularly those involving perimeter.

For senior student Elysia, lessons concentrated on revising long division using step-by-step working out, as well as simplifying fractions from her TAFE course materials.

A Year 4 student skipped homework practice for times tables, which slowed progress and meant lesson time was spent repeating basics instead of advancing.

In TAFE-level maths, another student struggled to retain division and BODMAS methods between lessons—gaps appeared after breaks, as "she forgets how to do the Maths process."

A senior secondary student came to revision sessions without prior review or questions prepared; as a tutor observed, "sessions could be better utilized if the student completed their own revision prior."

These habits led to missed opportunities for deeper learning and made each session feel like starting from scratch.

One Hewett tutor saw a real shift in Elysia's approach to maths: where she used to get lost in multi-step BODMAS problems, she now talks herself through each operation aloud and uses colour-coding to highlight her next step—strategies she created and now relies on independently.

Jasmine, a high schooler, surprised her tutor by not just tackling negative numbers but actively drawing on earlier calculator methods to solve new algebra topics without prompting.

Meanwhile, Jai (Year 4) took initiative during science-based maths sessions, choosing his own skip-counting challenges with Lego and showing off his new ability to count by 3s out loud for his mum.