Year 8 student Mia worked on manipulating equations with multiple variables and reviewed techniques for handling indices and algebraic expansions.

Year 9 saw Jack tackling simultaneous equations, exploring inequalities, and deepening understanding of key algebra principles using step-by-step examples.

Meanwhile, Year 10 student Sam focused on direct linear proportions, writing equations for proportional relationships, and began to apply these concepts through real-world problem contexts.

In Year 10 algebra, one student tends to forget the steps after eagerly doing them, and their written working was unclear, making it difficult to spot where understanding broke down—especially with equations involving fractions.

A Year 11 learner confused indices with multiplication during revision (he is often found confusing indices and multiplication), leading to repeated errors on index law questions.

Meanwhile, a primary student tackling long addition often lost track when 'carrying the one', slowing progress in multi-step calculations.

For a senior student working on inequalities, time management challenges meant they ran out of time before completing all planned practice.

A tutor in Jilliby noticed one high school student who used to get stuck on algebra now confidently solves equations and even explained his past mistakes using the substitution method.

Another secondary student, after some earlier hesitation, began tackling complex surd problems in algebra without needing prompts and started deriving proportional relationships from worded questions independently.

In a recent primary session, Ruby, who once relied on her fingers for addition, surprised her tutor by quickly adding two numbers over five in her head and then choosing to explain why multiplication gives the same result no matter the order of the numbers.