Year 4 student Krisztian focused on multiplying and dividing fractions as well as converting between simple and complex fractions using times tables.

Year 8 student Sam worked through ratios and rates, including comparing ratios and understanding gradient, along with applying index laws to simplify expressions.

For Year 10, Emily practiced solving linear equations and explored finding x-intercepts for quadratics by factoring and using the quadratic formula.

In Year 4, one student often avoided writing out working in fraction and multiplication problems, instead guessing answers when unsure—"he gets frustrated for not knowing it so blurts out a guess," as noted. This led to confusion mid-question and made it difficult to spot where thinking went off track.

In Year 10 algebra, untidy layout meant numbers like '9' resembled a 'y', causing mix-ups during graphing tasks and making it hard to follow steps ("organisation and handwriting...hard to tell the difference"). In both cases, unclear written work slowed progress and left errors hidden until the very end.

A tutor in Mount Duneed noticed one Year 8 student has started correcting their own working steps, a real shift from earlier sessions where they'd just wait for the answer.

In Year 10, another student who struggled with trig equations last term is now able to use both sine and cosine rules accurately during problem sets—they completed a set unprompted.

Meanwhile, a younger student surprised themselves by finishing all problems independently after previously needing lots of encouragement just to start.