Year 4 student Summer focused on addition and subtraction strategies, number lines, and reading analogue clocks by working through real-life examples from her classwork.

Year 9 student Rebecca tackled simplifying algebraic ratios and practiced multiplying and dividing like terms using homework exercises and extra textbook problems.

Meanwhile, Year 10 student Joshua worked through Pythagoras' Theorem applications and reviewed percentage increase/decrease concepts with a mix of sample exam questions and revision tasks from his maths workbook.

A Year 11 Engineering student hesitated to seek clarification from teachers about assignment expectations, which limited his ability to tailor submissions—"he must actively ask and bombard his teachers with questions," as noted.

In Year 9 Maths, one student struggled to keep organized notes, making it harder to revise between class and tutoring.

Meanwhile, a Year 7 learner forgot to bring home materials for revision, so key skills like times tables weren't reinforced.

For a primary-level assignment, skipping homework meant missed opportunities for multiplication practice.

These habits led to confusion during tasks or lost chances for deeper understanding and skill development.

A Glenview tutor recently noticed a Year 11 student who, after struggling to ask for help in the past, now confidently brings up specific questions about new math topics and is starting to study more independently between sessions.

Another win came from a Year 8 student who previously hesitated to admit confusion but has begun openly stating when she doesn't understand a question—this shift has helped her grasp challenging algebra content much faster.

In primary, one Year 4 learner who used to get distracted during writing tasks managed to stay focused and complete his assignment introduction without prompting.