Year 8 student Oliver worked on finding the area and perimeter of composite shapes, then applied these skills to worded problems involving length using diagrams for clarity.

For Year 10, Mia practiced solving linear equations and intersecting equations, focusing on step-by-step algebraic manipulation and interpretation of solution points.

Meanwhile, Year 11 student Josh explored applications of percentages by calculating mark ups and discounts, as well as converting values using scientific notation and significant figures for assignment tasks.

A Year 9 student struggled to organize working when rearranging equations, often skipping clear layout—this made errors in solving for unknowns harder to spot ("steps were scattered across the page").

In Year 7, a learner avoided annotating diagrams during geometry problems, which led to confusion over what each value represented and slowed progress.

For a senior student in Year 11 tackling compound interest and bearings, reliance on written notes rather than recalling formulas meant extra time was spent searching rather than practicing applications.

When interpreting multi-step word problems in Year 8 maths, not reading all information carefully resulted in missed details and incomplete solutions.

One Wights Mountain tutor recently saw a Year 11 student, who used to freeze up on worded trig problems, now independently sketching diagrams and picking out which trig rules to apply—something she avoided before.

In another session, a Year 9 student who'd previously guessed at ratios in real-world tasks started consistently breaking down word problems to set up the right equations herself without prompting.

A younger student in Year 4, who was hesitant with time conversions, surprised her tutor by reading both "minutes past" and standard formats confidently and solving several mixed time questions back-to-back.