Year 5 student Sara worked on adding and subtracting fractions with unlike denominators and completed a data collection task for school.

In Year 9, Josh focused on solving trigonometry problems including bearings, as well as revising index laws to prepare for upcoming assessments.

Meanwhile, Year 10 student Codi revised circular functions in preparation for an exam and practiced applying Pythagoras' Theorem to worded problems using diagrams for clarity.

A Year 8 student showed a tendency to avoid writing out working for multi-step algebra, leading to missed sign errors—"he skipped showing steps in algebra, which hid sign errors."

In Year 11 calculus, one student's anxiety about time meant they often didn't check their induction proofs, repeating mistakes instead of learning from feedback.

For a Year 6 learner, over-reliance on calculators in times tables practice limited progress with fraction simplification.

Meanwhile, a Year 10 student became discouraged by test marks and lost confidence when confronted by unfamiliar worded problems; this hesitation slowed attempts at problem-solving during sessions.

A tutor in Lilydale noticed that a Year 10 student who previously relied heavily on her calculator is now confidently performing more mental calculations, especially when simplifying surds and working with indices.

Meanwhile, a Year 8 student has started explaining his reasoning out loud during algebraic problem-solving—something he used to avoid—which often helps him catch mistakes before moving on.

In the primary years, one student who would rush through arithmetic tasks is now self-checking her answers and taking time to draw diagrams for fraction questions, resulting in more accurate work and fewer errors.