Year 6 student Jessica practised adding and subtracting decimals, as well as converting between mixed numbers and improper fractions.

For Year 10, Olivia worked on solving logarithmic equations using log rules and rewriting square roots as powers, while Ethan tackled quadratic equations with a focus on factorising.

In Year 11, Samuel revised derivatives from first principles and applied the index laws to algebraic expressions.

A Year 10 student skipped the assigned maths homework and had not started a key assignment; as noted, "needs to prioritize his maths assignment more."

In Year 7 algebra, another relied heavily on worked examples rather than attempting new problems independently—this slowed progress with rounding and multiplication.

One senior student completed a practice test but struggled to manage time effectively under exam conditions, relying on the tutor for guidance instead of working through questions solo.

In primary maths, homework was sometimes claimed but not actually done; this became clear when division errors kept recurring during warm-ups.

A tutor in Buccan noticed one Year 8 student who, after struggling with statistics early on, now tackles mean, median, and mode problems with minimal prompting. Just last session he independently identified the next steps for each question.

In a recent high school lesson, a student who used to wait for hints during algebra practice is now completing all assigned tasks without help and even asks for extra challenge questions when time allows.

Meanwhile, a Year 4 student surprised her tutor by talking through her addition aloud—something she was hesitant to do before—and getting almost every answer correct during their latest session.