Year 4 student Mia worked on rounding numbers to the nearest ten and hundred as well as practicing division by 10, 100, and 1000 using number lines.

In Year 9, James focused on factorisation techniques including difference of two squares and perfect squares, alongside applying these skills to trinomial expressions with support from practice questions.

Meanwhile, Year 10 student Sarah revised index laws and surds through problem sets and reviewed graphing parabolas to prepare for an upcoming assessment.

A Year 4 student often avoided showing working in multiplication, saying "I just know it," but this led to confusion when checking answers and made mistakes hard to spot.

In Year 7 algebra, forgetting worksheets at home meant homework was incomplete, so feedback couldn't be used effectively next lesson.

For a Year 10 trigonometry task, over-reliance on calculators replaced careful labeling—one tutor noted, "she misread the question and used the wrong function."

After setbacks in Year 11 quadratics, one student hesitated to start new problems at all; confidence dropped and mental blanks became common mid-task.

One Whites Valley tutoring session saw a Year 10 student, Lara, confidently identify and use different factorisation methods—something she previously found confusing—and even picked the right method for each question without prompting.

In Year 8, Sasha was able to catch her own mistakes in probability and frequency tables before being corrected, showing real growth in self-checking skills.

Meanwhile, Nicole, a primary student, moved from getting none correct on her rounding pre-assessment to scoring 75% on her latest test after practicing new strategies. She finished the worksheet independently and explained her answers out loud.