Year 7 student Alyssa focused on interpreting worded questions involving perimeter and reviewed decimal number lines as part of her Maths Pathways modules.

Year 9 student Elysia practised converting fractions to decimals using division and revisited long division to support her TAFE course, with a step-by-step approach for clarity.

Meanwhile, Year 4 student Jai worked on skip counting by 3s using pavers outdoors and explored real-life fractions through sharing activities represented with chalk diagrams.

Several students in both primary and high school showed process-related obstacles impacting progress.

In Year 11 TAFE Maths, gaps between lessons led to Elysia forgetting key processes—after a month, "she had forgotten parts of converting fractions to decimals," so time was spent relearning rather than advancing.

For a Year 8 student, Alyssa sometimes rushes through worded problems without writing all working out, making small errors harder to catch.

In Year 4, Treasure often guesses answers on Prodigy before checking her reasoning; as the tutor observed, "she sometimes gives up quickly when trying to find an answer."

These habits slow confidence and mastery.

A Reeves Plains tutor recently noticed a big shift with Elysia (Year 11): she used to feel overwhelmed by multi-step Maths processes, but now independently creates her own step-by-step cheat sheets and highlights each operation, which helps her tackle complex BODMAS and fractions questions without getting stuck.

In Year 9, Alyssa has started writing out every calculation and checking her answers line by line—whereas before, she would rush and make small mistakes in her head—which led to greater accuracy when solving tricky inequalities.

Meanwhile, Tegan (Year 4) completed double the homework assigned on punctuation and showed new initiative by asking what to prepare for next time.