Year 4 student Alice practised subtraction using the borrowing method and worked on converting fractions to a common denominator, while also starting two-digit multiplication.

In Year 8, Alyssa focused on interpreting worded questions involving perimeters and decimals, as well as reviewing fractions modules from her Maths Pathways class.

Meanwhile, Year 11 student Olivia tackled exam revision for SACE Maths Methods by working through practice exam questions and consolidating skills in algebraic translations and rotations.

One Year 4 student repeatedly did not complete times tables homework, and "still relied heavily on fingers" for basic arithmetic—this meant lesson time was often spent reviewing the same foundational material rather than progressing.

In Year 11, another student's revision focused mostly on routine calculus questions; as noted, "she aces the basics," but tended to avoid tackling more challenging problems with converging values or higher-level reasoning.

A TAFE student struggled to recall methods after gaps between lessons, with feedback showing that "long breaks led to lost progress and confusion about processes." Missed opportunities to practice independently made it harder to retain new concepts.

Jasmine, a Year 10 student in Kalbeeba, has started tackling challenging negative number problems independently. Last term she hesitated to attempt these without prompting.

In Year 12 maths, Elysia has become more proactive about her learning: she now requests specific revision topics like BODMAS and builds her own step-by-step cheat sheets during sessions. This marks a big shift from previously working through problems passively or getting overwhelmed by multi-step questions.

Meanwhile, Jai in Year 3 recently showed off his skip counting by 3s using pavers outside, after struggling with this last month. He even explained the pattern he noticed after reaching 30.