Year 4 student Dominic worked on identifying factors and multiples, including finding highest common factors and lowest common multiples, as well as exploring prime numbers using number lists.

In Year 10, Georgia focused on solving simultaneous linear equations both graphically and algebraically, also practising how to use a graphic calculator for these solutions.

For Year 11, James tackled problems involving fractional exponents and surds, alongside applying exponent rules to simplify algebraic expressions.

In Year 4 mathematics, a student struggled to automatically recall basic number facts and sometimes left homework on prime numbers incomplete, as noted: "did not answer all questions in the set."

In a Year 8 algebra session, working was skipped in multi-step problems; this led to hidden errors—"he jumped straight to answers when expanding brackets."

Meanwhile, a Year 10 student avoided writing out steps for worded percentage questions, preferring mental calculations but missing key details. The result: time lost retracing logic and difficulty identifying specific misunderstandings during review.

Dominic has started to ask more questions and actively join discussions after initially being quiet and hesitant. He now even volunteers to try fraction problems while the tutor observes.

Abigail has begun tackling probability rules and simultaneous equations with less prompting than before; she's making connections faster and clarifies her own misunderstandings out loud.

A younger student who previously mixed up digit values was able to confidently read five-digit numbers without pausing or second-guessing.