Year 4 student Jai practised skip counting by 3s using brick pavers outdoors and explored fractions with real-life sharing scenarios, such as dividing pizza and chips.

In Year 8, Alyssa focused on comparing and simplifying fractions, then applied these skills to multi-step worded questions from her online Maths Pathways modules.

Elysia, a Year 10 TAFE student, strengthened her understanding of BODMAS (order of operations) and reviewed long division processes, connecting them with converting fractions to decimals for her coursework.

A gap between lessons caused a Year 12 TAFE student to forget key steps in converting fractions to decimals, requiring an entire session just to rebuild that process—"she had forgotten parts of the process with a month's gap."

In Year 7 Maths, worded questions still proved challenging for another student, who often needed diagrams and written working to clarify what operations were required.

One primary student hesitated to answer unless certain, sometimes avoiding attempts for fear of mistakes; this slowed confidence growth and led her to guess on digital platforms instead of checking her work. Missed homework and irregular practice sessions amplified these issues.

A tutor in Light Pass noticed that Elysia, a high school student, now creates her own harder division questions for extra practice—a big shift from when she was hesitant and uncertain about showing her working.

Alyssa, also in high school, has started writing out each step of tricky fraction problems instead of just solving them mentally; this careful approach helped her accurately convert between mixed and improper fractions after struggling with careless errors before.

Meanwhile, Tegan in Year 4 has begun asking for specific homework and double-checking her answers rather than rushing—last week she even did double the assigned editing paragraphs to improve her punctuation.