Year 7 student Alex focused on converting between fractions, decimals, and percentages and tackled time zones and timetables using real-world examples.

For Year 10, Jasmine practiced graphing linear equations by hand and identified key features of functions such as intercepts and gradients.

Meanwhile, Year 11 student Daniel worked through index laws alongside financial maths calculations involving simple and compound interest.

In Year 9 Maths, a student sometimes didn't fully read OLNA-style questions, leading to errors in working—one tutor noted, "He lost marks because he missed what the question actually wanted."

In a senior assignment task, work was left unfinished and needed to be finalised as discussed; forgetting or delaying this step risked late submission.

A Year 7 learner showed strong progress but occasionally rushed division problems mentally, which led to repeated calculation slips and time spent fixing them instead of practicing new material.

In each case, attention to process steps affected outcomes more than subject difficulty itself.

A tutor in Furnissdale recently saw a Year 11 student, Zack, make a real shift by asking questions whenever unsure—instead of just pushing through quietly—and then using those explanations to break down tricky maths problems on his own.

In another session, Georgia (Year 10) had been struggling with a new topic until it was explained differently; she picked up the concept quickly and could explain her thinking back without hesitation.

Meanwhile, Emily in Year 7 has started coming to each lesson with past tests ready and specific questions lined up, showing she's taking charge of her learning and using feedback straight away.