Year 11 student Libby focused on differentiation, finding tangents to equations, and sketching cubic functions as part of her PSMT (Problem-Solving and Modelling Task) assignment.

In Year 10, Ethan worked through calculus techniques including derivatives and applying them to find the tangent at a point for his maths assignment.

Meanwhile, Year 7 student Mia reviewed congruent shapes and triangles, briefly practiced area of circles, and then moved onto indices using worked examples from her classwork.

In Year 11 calculus, he skipped showing steps in algebra, which hid sign errors, leading to repeated small mistakes with negatives.

For a Year 9 student, over-reliance on calculators meant missed opportunities to strengthen mental arithmetic; simplifying by hand for tests was avoided.

A Year 7 learner had not memorised exact value triangles, stalling progress in trigonometry revision.

Meanwhile, a Year 4 student consistently forgot homework booklets and struggled with number reversals—her written work became messy and hard to follow during multiplication tasks.

Each of these moments led to extra time spent retracing steps instead of building new understanding.

One Woorim tutor noticed a Year 11 student who'd struggled with indices at first now quickly solving them after some practice, even tackling harder problems independently.

In another high school session, a student who used to hesitate over trigonometric equations was able to recall the product, quotient, and chain rules from memory and confidently complete trig questions by the end of the lesson.

Meanwhile, a Year 4 learner who had been very shy is now speaking up more during maths activities and willingly tries new challenges aloud—something she avoided in her first sessions.