Year 7 student Greta worked on negative number operations and algebraic expansion, using real-life examples to reinforce integer rules and practicing the translation of word problems into equations.

Year 10 student Will focused on trigonometry by labeling sides of right-angled triangles, writing and using sine, cosine, and tangent ratios with calculators, and rearranging equations to solve for unknowns.

For Year 11, Sam tackled linear simultaneous equations through substitution methods and revised solving quadratic equations via completion of the square.

A Year 3 student showed reluctance to share uncertainty during maths assessments, often leaving answers blank or guessing rather than indicating confusion—"she was much more prone to guess an answer or leave it blank than write that she just didn't know how to solve the problem."

In Year 7 algebra, a student struggled with layout and written working; unclear steps made it hard for both them and their teacher to identify errors in equations.

For a senior (Year 12) student, forgetting to convert units in Physics questions resulted in lost marks despite understanding the content. This led to frustration and extra time spent correcting avoidable mistakes.

A tutor in Gong Gong noticed a Year 10 student who previously avoided asking for help with algebra now openly requests clarification when stuck, allowing her to tackle multi-step equations involving brackets and negative numbers with increasing independence.

Another high schooler has become much more reliable in mental maths, especially one-digit multiplication—she now skips written working for familiar facts and checks herself against previous errors.

Meanwhile, during a recent primary session, a student who initially struggled with fraction arrays began grouping dots correctly to solve problems like 2/3 of 12 and could match equivalent fractions visually by the end of the lesson.