Year 7 student Greta focused on negative numbers, including multiplication and division, and reinforced her understanding of algebraic expressions and BODMAS problems using powers.

In Year 10, Aiden worked through trigonometry by labelling sides of right-angled triangles, writing sin, cos, and tan ratios, and rearranging equations to solve for unknowns with calculator support.

Meanwhile, Year 11 student Priya practiced applying the chain rule in differential calculus as well as finding equations for tangents and normals to curves.

A Year 11 student in Specialist Maths struggled with "remembering to double check answers and understand what a question wants before jumping into it," which led to avoidable errors on test prep.

In Year 10, notes show that rearranging equations for triangles often tripped up one student when deciding whether to multiply or divide—despite good notes, confusion persisted under pressure.

A Year 6 learner remained reliant on visual fraction representations; as noted, "still quite reliant on diagrams…will become less reliable as problems get harder."

Meanwhile, a primary student's messy written work made it hard to pinpoint where thinking went astray, slowing feedback.

One Mount Helen tutor saw a Year 10 student who used to mix up the sides of triangles now quickly label hypotenuse, opposite, and adjacent, applying SOH CAH TOA without prompting.

A Year 12 student who previously hesitated when faced with equations is now forming them almost entirely on their own and confidently solving quadratics once set up.

In a younger session, a primary student struggled at first with fraction arrays—making errors like colouring the wrong number of dots—but after some practice began grouping and counting accurately, even recognising equivalent fractions by tallying dots rather than guessing by appearance.