Year 4 student Alysha focused on mastering multiplication and division, especially as applied to finding gradients in "rise over run" questions, and began introductory pre-algebra work.

In Year 9, Ella strengthened her understanding of linear relationships by learning how to find the gradient and y-intercept from tables and graphs, and also practiced solving trigonometry problems using Sine, Cosine, and Tangent formulas with labelled triangle diagrams.

Meanwhile, Year 10 student William worked through quadratic equations—starting with a diagnostic pre-test—then tackled expanding expressions and moved on to factorising techniques such as difference of two squares and grouping.

In Year 8, one student consistently left homework incomplete—"he has not been doing homework at all"—which meant missed chances to consolidate strategies from tutoring.

For a Year 10 lesson, messy or missing working in algebra ("she needs to make sure that she is showing full and organised working out") made it harder to spot errors early.

Another senior student often relied on rote learning formulas for surface area and volume but struggled when test questions required adaptation; as noted, "she found it difficult to remember earlier mathematical content," leading to slower recall and extra time spent searching through notes during assessments.

In one high school session, William moved from hesitating to ask for help to actively seeking clarification when a concept wasn't clear, which let him complete probability questions more independently than before.

Sophie, another secondary student, has started catching her own mistakes during homework review—she now spots and corrects errors herself rather than waiting for guidance.

For a younger student, Alysha showed new initiative by asking questions whenever she was unsure and managed to finish her division homework accurately on her own after practicing examples together.