Year 6 student Michael practised converting between fractions, decimals and percentages as well as simplifying algebraic expressions and reviewing index laws.

In Year 10, Jessica worked through solving trigonometric equations and was introduced to trig identities.

Meanwhile, Year 11 student Alex focused on sketching polynomials and cubic functions, including differentiation techniques and exploring tangents to an equation for a PSMT assignment.

A Year 8 student often relied on their calculator for basic operations, missing chances to strengthen mental arithmetic—"Have a go at simplifying things by hand to make things easier for the calc test."

In Year 11 calculus, skipping written working during differentiation led to small sign errors that went unnoticed until later review.

For one Year 6 learner, incomplete homework became a pattern; "Charlie didn't do any more of his homework in the last week," meaning valuable practice with multiplication was missed.

During a Year 10 algebra session, hesitation after mistakes left steps blank and stalled progress on unfamiliar problems.

One Meldale tutor noticed Ethan, a high school student, shifting from hesitating with factorising to writing out his workings and tackling each problem faster as he learned new strategies—he even started showing his process aloud instead of keeping it silent.

Another older student who had previously stumbled over indices managed to pick them up after some extra practice and then confidently handled area and circumference calculations using formulas by the end of her session.

Meanwhile, Charlie in Year 3, who once guessed at answers quietly, now talks through borrow-and-subtract steps out loud during homework and volunteers to repeat grammar rules back before moving on.