Year 4 student Claudia worked on adding and subtracting like fractions, then practiced multiplication of fractions and addition of mixed numbers using visual aids.

In Year 9, Tiffany completed a diagnostic assessment to identify strengths and gaps in her maths knowledge before starting targeted support.

Meanwhile, Year 11 student Emily focused on Preliminary HSC revision by tackling calculus concepts alongside functions, polynomials, and trigonometry problems.

A Year 10 student working on indices and area formulas struggled to remember which symbols matched each operation; she mixed up multiplication and division rules when simplifying, as one tutor noted, causing hesitation in multi-step questions.

In Year 8 financial maths, not knowing the number of weeks in a year led to confusion during budgeting tasks.

Meanwhile, a Year 4 student repeatedly left homework incomplete, so valuable session time was spent redoing unfinished work instead of moving forward.

Messy written layout appeared in Year 7 fraction exercises—answers were correct but difficult to follow, making it harder to review mistakes later.

A tutor in Blacksmiths recently noticed that Tiffany, a high school student, began communicating openly when confused—previously she would quietly guess or move on, but now she actively asks for clarification and works through problems step by step.

Another high school win came from Aanika, who used to hesitate with linear equations but now solves complex questions independently by applying formulas learned in past sessions.

Meanwhile, Claudia (Year 3) initially struggled to read an analogue clock, yet after some practice can now tell the time unaided and even tackles trickier times like 6:47 without prompting.