Year 9 student Alex worked through solving equations involving algebraic expressions and tackled introductory probability questions using Venn diagrams.

In Year 10, Sarah focused on trigonometry—specifically using the unit circle to understand sine and cosine values—and then practiced applying trigonometric identities.

Meanwhile, Year 11 student Daniel revised compound interest calculations and interpreted statistical data by constructing and analysing line graphs and dot plots.

In Year 9 algebra, skipping over detailed working meant errors in manipulation were missed—one tutor noted, "He needs to pay more attention to tricky questions."

In a Year 12 trigonometry session, heavy reliance on memorising identities rather than practicing different problem types made it difficult to simplify expressions like sin²θ + cos²θ = 1.

A Year 5 student often gave answers without checking units when converting capacities, which led to small but consistent calculation slips.

In senior mathematics, not labelling axes while graphing limited clarity and caused confusion during test review sessions.

A tutor in Madora Bay recently saw a Year 10 student who'd struggled with trigonometry start working out sine and cosine wave problems independently, even using the unit circle without prompting—a real shift from relying on step-by-step guidance before.

Another high schooler, previously hesitant to ask questions, now actively checks their work on compound interest problems and corrects mistakes right away instead of waiting for feedback.

At the primary level, one student who used to mix up fractions and percentages can now convert between them accurately and explains each step as they go through their homework.