Year 8 student Ava focused on expanding and solving algebraic equations with brackets, as well as working through linear equations that included fractions and pronumerals on both sides.

In Year 9, Nicole revised the use of index laws in algebra—covering addition, subtraction, multiplication, and division—and tackled plotting points and finding gradients by rearranging equations into y = mx + b form.

Meanwhile, Felix in Year 7 worked on simplifying algebraic expressions using factorising techniques and began solving one-sided algebra equations to build confidence for upcoming assessments.

In Year 8, a student repeatedly guessed answers in maths rather than reasoning through problems—"she prefers to guess instead of working answers out," the tutor noted—which led to confusion during shape identification tasks.

In Year 11, fatigue at week's end reduced focus and drive, so written work on bearings and area questions was often incomplete or disorganised.

One high schooler left set homework unfinished and rarely checked feedback from teachers, which meant errors in algebraic rearrangement persisted across lessons.

During online learning for Year 10 maths, technical issues sometimes interrupted revision sessions, leaving some formulas only half-memorised before assessment deadlines arrived.

One Katoomba tutoring session saw a Year 11 student who used to hesitate when she didn't understand algebraic terms now openly ask for clarification during lessons, which helped her quickly master linear equations with fractions.

Another high schooler, Nicole, had been leaving assignments until the last minute but has started seeking help earlier from both her tutor and teachers, leading her to complete all independently manageable parts of a recent project ahead of time.

In Year 7 maths, Lyla began identifying errors in her probability reasoning on her own and willingly retried questions until she got them right.