Year 11 Oscar reviewed circle theorems involving intersecting chords, secants and tangents, as well as tackled sketching parabolas to build confidence in algebraic graphing.

For Year 7 Hayley, sessions focused on strengthening her grasp of the distributive property and using visual approaches to clarify key math operations.

Meanwhile, Year 8 student Hayley practiced explaining her problem-solving steps from a recent test and explored logic-based activities like Rebus puzzles and story riddles to enhance critical thinking alongside mathematics.

In Year 10, one student did not bring class notebooks or show workings with homework; "did not have workings to the homework I have given so reassigned it, to be completed with workings." This made it hard to spot where confusion started in algebra.

A Year 7 student avoided word problems, losing motivation when faced with longer questions—especially in story riddles—so didn't get full exposure to key reasoning skills.

In VCE maths, another relied heavily on notes and rarely attempted questions independently during revision sessions, leading to missed feedback opportunities before tests.

One Mulgrave tutor noticed a Year 11 student who previously hesitated to link math to real-life scenarios now using calculations confidently in the context of his athletic training, even initiating discussions about applying statistics from sports science.

In a recent high school session, Hayley identified where she typically lost track in multi-step linear equations and independently developed an organised approach that helped her resolve several story riddles without prompting.

Meanwhile, a primary student who used to avoid worded math problems now spots her own errors as she explains solutions aloud and manages to answer parts of challenging written questions on her own.