Year 8 student Charlie focused on solving two-step equations and practiced basic algebraic skills such as factorising.

In Year 10, Mia worked through graphing linear equations and revisited trigonometry concepts by tackling angle problems using diagrams.

For a senior student, Ethan in Year 12 revised the ambiguous case of the Sine Rule and applied practical trigonometry to find unknown heights in real-world scenarios.

In Year 8, a student's formatting made multi-step linear equation solutions difficult to follow—he sometimes wrote steps out of order, making it tricky to check for errors. This led to confusion during revision and slowed progress on harder rearrangements.

For a Year 11 student in Advanced Maths, working through HSC finance questions, over-reliance on formula sheets was evident; when asked to justify answers, she hesitated without having memorized key relationships.

In Year 12, missing or incomplete homework on network diagrams meant practice opportunities were lost before exam week. Each scenario left the student less prepared when faced with unfamiliar exam formats.

One Mundamia tutor noted Andrea's shift from passive to active learning: after reviewing her exam, she identified exactly where her approach went wrong and then explained alternative strategies herself—something she'd previously hesitated to do.

In another high school session, Laaibah moved from relying on hints for network problems to answering several spanning tree and critical path questions completely independently. Meanwhile, a younger student recently began showing their working out when simplifying ratios, after weeks of skipping steps or leaving answers blank; this time, they completed each part without prompting and checked their own calculations.