Year 6 student Priya practised converting between decimals, percentages, and fractions, then solved money problems involving simple interest.

For Year 9, Ethan worked on linear equations—finding x- and y-intercepts from equations and rewriting them in the form y = mx + b—while also exploring gradient and midpoint concepts using diagrams.

Meanwhile, Year 10 student Alex reviewed financial maths by tackling depreciation calculations for assets and calculating dividend yields for shares with real-world examples.

A Year 8 student often estimated variable values in algebra instead of showing full working, as noted: "he skipped showing steps in algebra, which hid sign errors."

In Year 10, one student hesitated to attempt worded or abstract maths problems if the method wasn't obvious, tending to say "I don't know" rather than working through options.

A senior student repeatedly relied on plugging numbers into formulas without considering context—leading to confusion when question styles changed.

In each case, this meant slower progress with deeper concepts and difficulty recalling methods when faced with unfamiliar exam questions.

One Hamilton tutor noticed that Danika, a high school student who used to hesitate when spotting mistakes, now actively checks her work and even points out errors during sessions—something she was too shy to do at first.

Another older student, Liz, has started preparing her own study notes in advance of assessments and now comes ready with specific questions; this shift from passive learning to self-driven preparation marks a real change in how she approaches challenges.

Meanwhile, Lara in primary years recently recalled key formulas unprompted from previous lessons and completed new linear equation problems entirely on her own by the end of the session.