Year 5 student Hannah practised long division and worked through geometry problems on perimeter and area using diagrams for clarity.

For Year 8, Jacob focused on algebraic expansion as well as revising school homework that included basic triangle angle calculations.

Meanwhile, in Year 10, Michael strengthened his understanding of trigonometric identities by tackling proofs from Modules 9B to 9D and solving related questions step-by-step.

Several process-related habits have emerged across grades.

In Year 8 algebra, "she forgot everything taught before"—showing how a lack of regular revision and not responding to feedback left gaps that later sessions had to revisit from scratch.

For a senior student preparing for OLNA, reliance on calculators was noted; this limited her ability to use mental strategies and slowed progress when calculators weren't permitted.

In Year 11 vectors, skipping over challenging problems rather than attempting proofs meant less confidence with complex exam questions: as one tutor observed, "she needs support in proving equations and hashing the wordings of the problem."

A tutor in Queens Park noticed Anele, a high school student, has started independently translating complex word problems into mathematical equations—something he struggled with just weeks ago.

Seren, also in high school, now prepares her own list of trigonometric identities before sessions and chooses tougher questions to solve on her own initiative.

Meanwhile, a Year 3 student who was previously unsure about the meaning of "add" can now confidently use the plus sign and add two- and three-digit numbers after practicing visualization techniques.

Last week, Seren finished an advanced set of equations using both sine and cosine laws without any prompting.