Year 3 Julian revised faces, edges, and vertices of 3D shapes using diagrams, then tackled two-digit addition and subtraction before extending to questions with four- and five-digit numbers.

In Year 9, Amy practised similar triangles—applying SSS, SAS, and AAS criteria—and solved ratio problems with the help of online tools.

For Year 11, Sarah focused on financial mathematics by interpreting worded questions about compound interest and depreciation, as well as converting time periods within those calculations.

During recent lessons, several process-related challenges emerged across year levels.

In Year 11 Maths, "formal responses to HSC stuff [were] too shallow," so depth and planning in written answers are still developing; time management for exam-style tasks was also flagged, with one student not allocating enough review time before submitting work.

Meanwhile, a Year 7 student showed difficulty keeping number placement organized when working with larger numbers—"he sometimes made the mistake of forgetting that he took away a place for a number"—causing confusion and errors mid-calculation.

In both cases, these habits led to marks lost on otherwise understood material.

A tutor in Rankin Park noticed that a Year 11 student who used to skip steps in worded maths questions now writes out every step and checks his work, which has helped him interpret tricky problems much more independently.

In another session, a high schooler who previously struggled with compounding period conversions was able to quickly and accurately handle multi-step financial maths problems on his own, showing much greater confidence using the calculator for these tasks.

Meanwhile, a Year 3 student who hesitated to name shapes is now confidently identifying both 2D and 3D shapes without prompting.