Year 7 student Alyssa worked on interpreting worded questions about area and algebraic expressions in preparation for her upcoming test, as well as consolidating skills with decimals and fractions through online modules.

Year 10 student Elysia reviewed division methods relevant to her TAFE coursework, practised converting fractions to decimals using the division process, and strengthened her understanding of BODMAS with step-by-step written working.

Meanwhile, Year 4 student Jai focused on skip counting by 3s using outdoor activities like walking on pavers, and explored fractions through real-life sharing scenarios drawn with chalk.

In Year 11 TAFE Maths, gaps between Elysia's lessons led to forgotten processes—for example, after a month away she had forgotten parts of the process of converting Fractions to Decimals, and needed most of a session just to review.

In Year 8, Alyssa sometimes rushed and didn't record her working for worded problems, which made it harder for her to check accuracy or spot errors ("sometimes she needs to take a bit more time and be careful to write down parts of the working out").

Meanwhile, in Year 5, Treasure tended to guess on Prodigy rather than work through questions methodically, often missing key details as a result.

A tutor in Shea Oak Log recently noticed a big shift with Elysia (Year 10/TAFE): after struggling to lay out multi-step Maths processes like BODMAS, she now confidently talks herself through each step and highlights the next operation, reducing her confusion and helping her work independently on assessments.

Meanwhile, Alyssa (Year 8) has started making detailed notes for tricky topics—especially with mixed fractions—so she can check her work methodically instead of relying only on mental calculation, which led to fewer errors.

In primary sessions, Tegan (Year 4) took real initiative by doubling her homework assignment without prompting and began correcting punctuation mistakes as she read aloud.