Year 4 student Sophie worked on equivalent fractions and simplifying them, then practiced applying her skills to worded fraction problems and money calculations in real-life scenarios.

Year 5 Annabelle completed a probability worksheet from school and learned how to create and interpret graphs from tables of data.

Sydney, also in Year 4, built confidence with multiplication and division using worksheets before moving into understanding fraction equivalence and placing fractions accurately on a number line.

In Year 7 mathematics, one student repeatedly rushed through multi-step questions, leading to overlooked details—"she kept skipping parts of the problem and missed key numbers," a tutor observed. This meant extra time was spent correcting errors instead of practicing new skills.

In Year 10, another student hesitated to start graphing tasks due to feeling overwhelmed by the amount of information; she sometimes gave up before attempting an answer.

During senior revision sessions, there were instances where homework was left incomplete because fatigue or low motivation set in after a long school day, which limited exposure to challenging problems and slowed confidence-building.

In a Paechtown tutoring session, one high school student, Jay, shifted from hesitating over mistakes to actively spotting and correcting them on his own—he now recognises when an answer doesn't match expectations and tries new strategies instead of getting stuck.

Another high schooler, Sydney, moved from needing lots of guidance with fractions to working through most textbook questions independently and even tackled harder multiplication like 14 x 52 after gaining confidence mid-lesson.

In Year 4, Annabelle recently showed a new willingness to approach tricky problem-solving tasks by breaking them down herself rather than waiting for prompts.