Year 6 student Mehar worked on identifying and measuring angles using a protractor, and also revised long division strategies for multi-digit numbers.

For Year 11, Gavin practised solving and graphing logarithmic and exponential functions, focusing on how transformations affect their graphs, as well as reviewing anti-differentiation basics.

Meanwhile, Alexander in Year 12 prepared for his upcoming physics exam by revisiting kinematics—especially constant acceleration scenarios—and analysing energy transfer during collisions using past practice questions.

A Year 10 student struggled with test questions because he hadn't made his own summary notes, relying only on teacher handouts; this left him confused about when to use formulas for area and perimeter. As a tutor noted, "he didn't write out the formula or label units," so mistakes in applying them crept in.

In Year 12 Maths Methods, another student's difficulty connecting new content (anti-differentiation) was worsened by disruptions—lost lesson time meant less chance to ask clarifying questions.

For a Year 8 learner, missed homework and disorganised notetaking led to gaps revising probability concepts, leaving her unsure during class quizzes.

One Maryknoll tutor noticed that Omita, a primary student who previously hesitated when asked to justify his answers, is now able to clearly talk through his reasoning on tricky area problems and explain his thought process step by step.

In Year 10, Gavin has shown real independence—he used the discriminant confidently to solve quadratic inequalities without prompting and was able to expand polynomials and apply factor theorem with ease, a big shift from earlier sessions where he needed guidance for each step.

Alex, preparing for his physics exam, remembered key equations entirely on his own for constant acceleration and conservation of momentum.