Year 3 student Pranavi covered timetables up to 12x and practised recognising basic equivalent fractions using denominators up to 5.

In Year 7, Milly worked on converting fractions to decimals and percentages as well as applying order of operations with division questions.

Meanwhile, Year 10 student Harrison focused on solving quadratic equations by applying the null factor law and reviewed methods for factorising quadratics in preparation for upcoming assessments.

In Year 7–8 maths, several students relied heavily on written calculation for times tables (e.g., "she needs to work out the answer on paper" for 12 × 12), which slowed progress in fractions and long division.

A tutor noted, "she sometimes puts the 3 in the thousands column instead of hundreds," revealing how layout issues disrupted multi-digit subtraction.

In Year 10 algebra, one student could express answers verbally but struggled to write equations accurately—especially with negative coefficients and variables—often missing crucial signs.

In English, another student's tendency to omit quotation marks or misplace commas made dialogue unclear and marked down her writing.

One Maylands tutor noticed Milly, a high school student, now self-corrects her mistakes in algebraic expressions—she highlights like terms and revises her answers without prompting, which was a big shift from needing step-by-step help.

In another session, Harrison demonstrated greater independence in trigonometry by recalling the correct ratios and showing his full working when solving for unknown sides, something he'd hesitated to do previously.

Meanwhile, with younger students, Naba moved from tracing numbers with guidance to writing several digits unaided (2, 3, 4, 6, 8, 9) during maths activities.