Year 11 student Jack explored differentiation techniques, including tangents to equations and sketching cubic functions, while also discussing the requirements for his PSMT task.

In Year 10, Olivia focused on solving trigonometric equations and began work on trig identities using targeted examples.

Meanwhile, Year 7 student Lucas practised converting between fractions, decimals and percentages, and reviewed simplifying algebraic expressions alongside index laws.

A Year 10 student working on calculus relied on mental calculations—"I can do this in my head"—but skipping written steps led to repeated sign errors, especially when differentiating.

For a Year 7 student, messy work layout made it difficult to spot mistakes in algebra and plotting linear equations; confusion between adding and multiplying slowed progress.

Another senior student leaned heavily on the calculator for simplification during trigonometry revision, making exact value recall difficult in timed assessments.

Meanwhile, a primary student struggled with multiplication tables, causing delays during short division tasks.

Each scenario meant more time spent retracing steps than building new understanding.

A tutor in Sandstone Point noticed one Year 10 student who initially struggled with indices but, after some targeted practice, tackling these problems confidently by the end of the session—she even moved on to circle geometry and handled it fluently.

Another high schooler, previously hesitant with product and quotient rules in calculus, remembered all three differentiation rules from last week and worked through trigonometric equations without needing prompts.

At a younger level, one primary student who used to stay quiet now volunteers ideas during sessions and can consistently find the area of different shapes after working through several examples together.