Year 4 student Claudia worked on reading analogue clocks and converting between 24-hour and am/pm time, alongside adding simple fractions using diagrams for visual support.

In Year 7, Leonardo practiced calculating multiplication equations involving larger numbers (e.g., 345 × 23) and completed a creative writing task to build English skills by brainstorming ideas together.

Meanwhile, Year 8 student Nina revised how to add and multiply different types of fractions, as well as reviewed times tables up to 12 using flashcards for memorisation.

A Year 8 student showed confusion between two methods for solving algebraic equations and agreed to clarify the correct process with her teacher—this uncertainty slowed progress during problem-solving.

In Year 10, a student's lack of confidence when faced with times tables questions led to hesitation during factorisation, despite knowing the answers; as one tutor noted, "her confidence leaves her once she is put on the spot."

Meanwhile, a primary student's messy written work in fractions tasks made it harder to spot calculation errors quickly, requiring extra time to revisit steps and clarify reasoning.

A high school student, Aanika, had previously been hesitant about tackling new algebra topics, but this week she confidently solved more complex linear equations without prompting—something she'd avoided before.

Another older student, Jasmine, used to feel unsure about finding the lowest common multiple for larger numbers; after a few sessions and extra practice, she now solves these independently and even asks for tougher examples.

Meanwhile, a Year 3 student surprised her tutor by reading times from an analog clock on her own for the first time after weeks of needing step-by-step help.