Year 7 student Mehar focused on converting between decimals and fractions using place value understanding, as well as reviewing long division methods for improved accuracy.

In Year 10, Alexander tackled applications of trigonometry by working through problems on angles of elevation and depression, along with bearings and navigation scenarios.

Meanwhile, Gavin in Year 11 concentrated on Maths Methods topics such as expanding, factorising, and solving polynomials, plus an introduction to anti-differentiation with practical examples.

A Year 11 student struggled with using a CAS calculator to linearise data, as noted: "he relied on the calculator rather than writing out the steps, which led to confusion when reviewing."

In Year 8, messy or incomplete notetaking—"did not complete homework given last class and was not organised with school notes"—meant key concepts in probability and LCM were missed.

For a senior maths student, misunderstanding formula meaning caused repeated misapplication in energy transfer questions; as observed, "using formulas without understanding led to wrong numbers plugged in."

Time was spent re-explaining foundational ideas instead of building new skills.

One Nilma tutor saw Tyler, a Year 10 student, shift from needing clarification on direct and inverse variation to independently setting up trigonometric ratios and using both scientific and CAS calculators with ease.

In senior sessions, Gavin started recognising patterns in polynomial integration after previously struggling to distinguish between definite and indefinite integrals; he now notices these patterns himself without prompting.

Meanwhile, Omita in Year 6 has begun justifying his answers out loud when asked, rather than staying silent or guessing—a big change from earlier sessions where he avoided explaining his reasoning.