Year 5 Mira practised long multiplication and division as well as multiplying and dividing decimals to build calculation fluency.

For Year 8 Finn, recent lessons focused on revising index laws in preparation for an upcoming test, then introduced probability notation using real-world examples.

Meanwhile, Year 9 Jack tackled linear equations by plotting them on graphs and learned how to determine equations from slope and intercept, supporting his understanding with worked graph sketches.

In Year 8 Maths, Riley tended to do most calculations in his head rather than writing steps—"he talks aloud well, but loses track and makes errors," a tutor observed.

This habit especially impacted multi-step fraction simplification and algebraic factorising, where missed working led to repeated confusion with highest common factors.

In Year 10 Algebra, he often left graph axes unlabeled or answers partially complete, such as not simplifying fractions or omitting units after conversions.

When tackling senior worded problems (e.g., rates or linear equations), attempts to skip structured methods meant extra time was spent retracing thought processes instead of progressing to solutions.

A tutor in Merricks North noticed that Riley, a Year 8 student, now asks for clarification when stuck on algebraic notation instead of silently skipping questions—something he avoided in earlier sessions.

Meanwhile, Charlie (Year 10) pushed through all four exam-style problems independently, showing new persistence after previously giving up partway.

In a recent primary session, Damir (Year 5) stayed engaged for the full hour using hands-on objects to represent numbers; this is a big step forward from his usual distraction halfway through lessons.

Last week, Finn (Year 11) chose to work out probability questions on his own and explained his reasoning aloud without prompting.