Year 8 Alyssa worked on comparing and simplifying fractions, as well as converting between fractions, decimals, percentages, and ratios using real-life sports statistics.

Year 9 Elysia focused on long division and BODMAS, applying step-by-step working out to TAFE-style problems and checking answers for accuracy.

For Year 10 Tegan, the lesson covered area versus perimeter (using graph paper and Lego arrays) and a review of reading analog clocks by linking it with multiplication facts.

In Year 11 TAFE Maths, Elysia struggled to retain processes like converting fractions to decimals after a month-long gap between lessons; "with a month's gap… she had forgotten parts of the process," one tutor observed.

She often needed substantial review before progressing and found it difficult to complete homework independently, sometimes losing confidence when numbers felt "jumbled."

Meanwhile, in Year 8 Maths, Alyssa occasionally skipped writing working out for worded questions, which made it harder for her to check accuracy and fully understand what was being asked.

In Year 4, Treasure tended to guess answers on Prodigy without thinking through problems or checking her work—leading to repeated errors instead of building understanding.

A tutor in Tanunda recently noticed some big shifts among their students. One high school student, Elysia, used to get overwhelmed by multi-step Maths problems, but now she talks herself through each BODMAS step out loud and even highlights operations as a guide—something she wouldn't do before.

Alyssa, also in high school, started writing out every line of her working when tackling tricky algebraic expressions instead of just guessing answers in her head; this careful checking has noticeably improved her accuracy.

Meanwhile, Tegan in primary school showed new initiative by asking for extra homework and completed double the amount requested, demonstrating real ownership over her learning.