Year 4 student Alice focused on subtraction using the borrowing method and learned how to convert fractions to the same denominator, as well as an introduction to two-digit multiplication.

Year 8 Alyssa practised interpreting worded questions about perimeters and worked on modules covering number lines with decimals and fractions.

For Year 11, Elysia revised long division by breaking down each step and then applied BODMAS rules to more complex equations involving larger numbers.

In Year 4 maths, one student repeatedly relied on finger counting for arithmetic and did not complete assigned times tables homework—"she did not complete her homework of doing her times tables," a tutor noted—which meant lesson time was spent revisiting basics rather than advancing.

Meanwhile, a senior TAFE student struggled to retain progress between sessions; long gaps led to "forgetting how to do the Maths process", so each session began with relearning rather than building new skills.

In Year 10 algebra, missing independent revision left knowledge gaps unaddressed before tests, reducing the value of targeted tutoring in exam preparation.

One Sandy Creek tutor noticed Elysia, a high school student, has begun openly telling her tutor when she's unsure about a maths step instead of staying silent—this shift is helping her catch mistakes early and understand BODMAS more deeply.

In another recent session, Jasmine (Year 10) took on harder negative number problems without hesitation and started using skills from previous topics to tackle new ones, which she'd previously avoided.

Meanwhile, Jai in Year 3 was so engaged by hands-on science experiments that he applied his maths knowledge to halve recipes independently and then explained the patterns he found in skip counting by 3s while walking outside.