Year 7 student Ava practised solving equations involving algebraic expressions and worked through simplifying indices with negative numbers.

In Year 8, Tom focused on finding unknown angles using trigonometric ratios and Pythagoras' theorem, supported by diagram-based problems.

Meanwhile, Year 9 student Mia revised rates and ratios as well as performing operations with fractions and decimals to consolidate foundational skills for higher-level maths.

In Year 8 mathematics, one student avoided writing out working for multi-step algebra, preferring to "do it in my head," which led to confusion and missed sign changes.

For a Year 10 student, homework on rearranging trigonometric equations was left incomplete, making class discussions less effective.

In a Year 6 session, messy written solutions made it hard to track mistakes in fractions—"steps were skipped and arrows missing," as noted by the tutor.

Meanwhile, a Year 4 learner struggled with motivation after errors in time problems; he hesitated to attempt new strategies without reassurance, slowing progress on worded questions.

A Hammond Park tutor recently noticed a Year 10 student who used to skip steps in algebra now double-checking their work and catching sign errors on their own, especially when rearranging equations.

Another high schooler has begun applying trigonometric relationships correctly in worded problems—something they'd previously avoided for fear of picking the wrong formula.

Meanwhile, one Year 4 student who struggled with basic fractions is now confidently explaining the difference between numerators and denominators to the tutor without prompting, even using visual models to support their answers during problem-solving.