Year 5 student Layla focused on converting between analogue and digital clocks as well as practising subtraction with decimals and three-digit multiplication.

For Year 8, Eve tackled solving algebraic equations—including forming her own—and worked through complex word problems involving ratios and percentages.

Meanwhile, Year 10 student Sophia revised the application of index laws using homework questions from school, and practised simplifying surds and expressions under square roots.

A Year 8 student did not bring required materials and lost a homework sheet, resulting in lesson time spent retracing old work instead of learning new concepts—"we had to go through the previous worksheet again."

In Year 10, another student's algebra assignment showed "a few minor changes were made to formatting and interpretation," indicating difficulty with presenting clear working.

Meanwhile, a Year 11 student skipped assigned homework multiple times, leading to missed practice on BODMAS and percentages; this meant errors persisted across sessions and confidence lagged during more complex questions. The sense of unfinished business lingered at each week's start.

A Machans Beach tutor recently saw a Year 11 student who used to wait for step-by-step guidance start applying feedback right away, editing her assignment independently after discussing suggestions.

In another session, a Year 9 student brought in extra practice problems she'd found herself and tackled them with minimal prompting—something she hadn't attempted before.

Meanwhile, one of the younger students (Year 4) stayed focused through the whole lesson for the first time this term and completed all subtraction questions with only occasional help.