Year 7 student Cailyn worked on adding, subtracting, and multiplying **algebraic terms with fractions and pronumerals**, as well as identifying like terms for simplification.

In Year 11, Daniel focused on solving **non-right-angled triangle problems using the sine rule** and applying bearings in trigonometry questions.

Year 12 student Nicholas revised network concepts such as **critical paths** and also practised non-right-angled trigonometry by tackling past HSC exam questions.

In Year 8 Maths, one student "kept most of the process in her head," which made it hard to spot where she was stuck—especially during linear equations with fractions and unit conversions.

For Year 11, not writing out equations before using a calculator led to input errors, flipping positives and negatives.

In a Year 4 lesson, relying on number charts slowed multiplication fluency and meant more time was spent checking basics than tackling new problems.

Meanwhile, an HSC student hesitated to use feedback after making mistakes in critical path questions; this left similar issues recurring on practice exams.

One Yallah tutor noticed that a Year 11 student, who used to rely heavily on hints, completed an entire practice paper almost independently—only asking for help once or twice—which marks a big shift from earlier sessions.

Meanwhile, a Year 9 student has started proactively referring back to her own notes and now asks for extra example questions to memorise steps, instead of waiting passively; last week she even organised what to put on her cheat sheet by herself.

In primary maths, Ariana began using new multiplication tricks she'd struggled with before and now solves flashcard problems quickly without reminders.