Year 7 student Jack focused on percentage word problems and converting between decimals and fractions, using practical examples to reinforce understanding.

For Year 9, Emily worked through linear equations—including graphing—and explored the properties of number sequences.

Meanwhile, Year 10 student Noah practiced solving quadratic equations by factorising and used turning point formulas to analyse graphs of parabolas.

In recent high school maths sessions, several process habits have affected progress.

In Year 10, messy working and unclear layout—such as skipping steps in rearranging formulas—meant errors went unnoticed until checking at the end ("needs to be neater rather than rushing through things, as sometimes he can't read his own writing").

During a Year 11 trigonometry revision, over-reliance on previously seen problem types led to difficulties when unfamiliar worded questions appeared; the student hesitated instead of adapting strategies.

Earlier, a Year 7 session showed that attempts to solve equations mentally (without written working) resulted in confusion with negative numbers and lost marks on tests.

A tutor in Kalamunda noted a high school student who once hesitated to speak up is now confidently explaining his problem-solving steps aloud, especially while working through negative numbers—a big shift from earlier sessions where he'd stay quiet and guess.

Another secondary student surprised herself by choosing to tackle linear equations first, despite past frustration with the topic; this time she asked thoughtful questions about why certain methods work rather than just following instructions.

In a primary session, one student applied a new trick for the 11 times table and started reworking problems using his own logic without prompting, finishing all calculations independently.