Year 6 student Alyssa worked on identifying and calculating angles on parallel lines, as well as interpreting pie charts by using angle measures to find missing data.

In Year 10, Will focused on sample spaces and events in probability, including using Venn diagrams to calculate different probabilities.

For Year 11, Kahlie practiced sketching polynomial functions—finding their natural domain and range—and explored transformations of functions with graphical examples.

A Year 11 student working on function sketching was encouraged to self-check answers, but tended to move on without reviewing errors—"needs to be able to self check answers and identify where he went wrong."

In Year 8 trigonometry, a student hesitated to answer questions for fear of being incorrect, which slowed progress and led to frequent requests for reassurance rather than independent attempts.

For Year 6 measurement, a lack of confidence with unit conversions meant calculations were sometimes paused mid-question while the student double-checked whether to multiply or divide. Each scenario resulted in slower completion times and reduced exposure to new material.

A tutor in Melaleuca noted a Year 11 student who previously hesitated with theoretical versus experimental probability is now confidently explaining sample spaces and applying the addition rule without prompting.

Another high schooler, after needing assistance to break down complex questions, recently deconstructed problems independently and made quick mental calculations—a shift from earlier sessions.

Meanwhile, a younger student who was confused by subtraction borrowing strategies worked hard over several lessons and can now solve most such problems correctly on her own; she finished last week's set with almost all answers right.