Year 8 student Jamie revised fractions and division principles, focusing on applying these to multi-step problems.

For Year 9, Maya explored introductory indices and roots, then started BIMDAS operations with number grouping practice.

In Year 10, Alex worked through decimal and percentage calculations, applying them to practical worded questions for deeper understanding.

Several students in Years 7–12 did not complete assigned mathematics homework or summary writing tasks, notably for "Atomic Habits" and set chapters from senior Maths Methods texts.

In one Year 11 session, as a tutor noted, "assigned work from the previous session was not fully completed," impacting integration practice.

A Year 10 student struggled to organize lesson materials, with slide presentations scattered across folders and key problems on separate websites—leading to confusion about what needed to be learned.

In Physics (Year 12), difficulty extracting variables from questions led to incomplete answers and gaps in theory recall during review.

One Garden Island tutor noticed a Year 9 student who used to skip steps in calculations is now carefully writing out their workings, which has led to fewer errors on assignments.

In a recent high school session, another student who struggled with probability density functions completed all assigned integration tasks from the previous week and accurately solved for areas under complex curves—something they couldn't do before.

Meanwhile, a primary student who was hesitant to ask for help with telling time now volunteers answers and works independently through clock questions without prompting.