Year 3 student Zane practised addition and subtraction strategies, including bridging to 10 and near doubles, using mental methods and card games.

In Year 10, Ava worked through linear equations and the basics of trigonometry by solving worded problems and practising calculations involving angles.

Meanwhile, Year 11 student James focused on financial mathematics—calculating flat rate depreciation with recursion relations—and conducted a full regression analysis using scatterplots, trendlines, and interpreting coefficients of determination.

In Year 10 Maths, one student's tendency to skip showing working in long division—especially when no remainder is present—meant teachers couldn't follow their process, as the notes say, "be sure [to] complete all 4-steps for each digit."

In Year 12 Further Maths, over-reliance on provided resources during revision led to weaker recall of significant figures and annuities.

A Year 6 learner avoided writing full steps in addition homework; as a tutor noted, most tasks were "attempted as subtraction," causing confusion and extra corrections.

Meanwhile, a Year 3 student struggled to maintain neat handwriting in maths, making errors harder to spot and correct.

One Grahamvale tutor noticed Savannah move from confusion to independence with long division, using the 4-step method and needing only minimal guidance by session's end—a big step up from her initial hesitation.

In a recent high school session, Sienna not only mastered scatterplots and trendlines on her CAS calculator but also began interpreting transition matrices to calculate percentage changes—skills she previously found daunting.

Meanwhile, Ava started out unsure with circular functions, but after some targeted practice was able to clearly explain the principles of sine and cosine herself.