Year 6 Greta worked on algebraic expansion and solving simple linear equations, along with practicing negative number operations including multiplication and division.

Year 9 Josh focused on trigonometry, covering SOH CAH TOA as well as sine and cosine rules, while also tackling angles of elevation and depression using labelled diagrams.

Meanwhile, Year 11 Ella revised quadratic equations by graphing parabolas to find roots and focal points, and solved worded problems involving quadratics in real-world contexts.

In Year 4 maths, skipping double-checks led to simple errors—"she added instead of subtracting," a tutor observed—undermining confidence. Reliance on visual models for fractions worked for halves and quarters but became confusing with sixths or tenths, especially when asked to shade unfamiliar shapes.

In Year 9 algebra, equations were sometimes copied incorrectly or steps left out, resulting in sign errors that weren't caught until the answer was obviously wrong.

Meanwhile, a Year 12 student tackling induction proofs struggled to apply feedback from past mistakes and "dragged sessions out," signaling a loss of motivation after setbacks.

One Nerrina tutoring session saw a Year 11 student who previously hesitated to tackle complex equations start independently forming and solving quadratics with only minimal prompting, a big shift from needing step-by-step guidance.

Another high schooler made real strides in French, moving from blank pauses to holding short conversations independently using a vocabulary list—she even managed skip-counting in French while practicing her times tables.

Meanwhile, a Year 6 student who used to freeze up at reading aloud grew noticeably more expressive and volunteered for character voices during poetry, overcoming earlier reluctance and finishing the poem "Sky in the Pie!" without pausing for help.