Year 5 Enrique focused on probability and explored geometry concepts, including classifying shapes.

For Year 9 Vangie, lessons included rearranging algebraic equations to make a given variable the subject and converting between measurement units.

In Year 10, Amaan practised solving simultaneous equations by both substitution and elimination methods, and worked through coordinate geometry problems using past test questions.

In Year 10, a student struggled to show working consistently in algebra questions; as the tutor observed, "he's good at doing these questions in his head and on a calculator, but working out is where he will get the marks he deserves." This meant correct answers were sometimes given without evidence for partial credit.

Meanwhile, a Year 8 student often needed to refer back to examples rather than recall methods independently when tackling new variations of familiar problems.

In senior maths, another student hesitated to draw diagrams for worded problems, slowing progress and making errors more likely during complex geometry tasks.

A tutor in Kemps Creek noticed some real shifts this term. One Year 11 student, who previously hesitated with differentiation, recently tackled composite functions and applied the product rule to differentiate more complex expressions without needing reminders.

In a Year 10 session, a student who used to rush through multiple choice questions began slowing down to identify and fix "silly mistakes," showing new attention to detail that wasn't there before.

Meanwhile, a Year 5 learner surprised their tutor by recalling how to approach a money problem they hadn't practised in weeks and completed it independently from start to finish.