Year 7 student Mia worked on simplifying algebraic expressions and identifying number patterns using practice questions.

In Year 9, Alex tackled solving simultaneous linear and quadratic equations as well as exploring families of quadratic polynomial functions.

For a Year 11 session, Sam focused on the basics of trigonometric functions—solving and graphing basic y = sin(x) and y = cos(x)—using visual aids to reinforce understanding.

In Year 9 algebra, one student relied heavily on memorising formulas rather than practicing problem-solving strategies—"he could recite the rules but hesitated when faced with a novel question."

For a Year 11 methods lesson, another student became dependent on using the CAS calculator for basic algebra and surds, which slowed progress in class tests where calculators weren't allowed.

Meanwhile, in a senior calculus session, feedback about layout and structuring first principles derivative answers was overlooked; this led to marks lost for unclear working.

Each of these habits limited fluency and confidence during assessments.

One Cherokee tutor noticed a big change in a Year 11 student who, after weeks of mixing up tangent and normal lines, finally started explaining the difference out loud without prompting.

In another session, a Year 10 student who previously hesitated to tackle simultaneous equations now jumps straight into worded problems and uses the elimination method with far less second-guessing.

For a younger win, a Year 6 student moved from confusion over simple interest to accurately calculating tax from tables on their own; they finished by setting up their own practice example for extra challenge.