Year 6 student Ben worked on fractions—covering converting, addition, subtraction, multiplication and division—as well as decimals including addition and subtraction.

In Year 9, Leo focused on quadratic equations by solving them both graphically and algebraically, and applied the null factor law to various examples.

Meanwhile, Year 10 student Sam tackled simultaneous equations and revised expanding and factorising algebraic expressions through step-by-step practice questions.

In Year 10, incomplete homework and missing materials became a recurring issue—last week's indices and tree diagram tasks were left at school, and the student "lost last two sets of tutor homework," making revision for algebraic factorisation difficult.

In Year 11, lack of written steps in notebooks meant "work was of no use when reviewing," so mistakes with sign changes or formulae often went unnoticed until much later.

A Year 7 student had trouble applying probability concepts but did not seek clarification, even though parent contact was available; as one tutor noted, "he claimed not to know what suits were or what cards were in a deck."

A high school student who previously hesitated to speak up in class is now actively asking questions, even telling his mother that recent improvements—like earning an A on his test—came from tutoring.

Another secondary student showed visible progress with supplementary angles; last week she was unsure and avoided these problems, but this time worked through them confidently with minimal help.

Meanwhile, a Year 3 learner has started using finger-counting instead of drawing diagrams for maths questions, speeding up her problem-solving and getting answers right without prompting.