Year 5 student Elise worked on adding and subtracting fractions with different denominators and practiced converting mixed numbers into improper fractions.

In Year 8, Amelie focused on solving simultaneous linear equations and explored properties of parallel and perpendicular lines through worksheet problems.

For Year 10, Michael reviewed quadratic equations by graphing parabolas in vertex form and then applied root-finding techniques, including use of the discriminant, to practice exam-style questions.

Frequently arrived without completed homework, leading to lost lesson time as "we too often, lose a lot of time during the lesson finishing work that should have already been completed."

In Year 8 mathematics, messy and incomplete written working made it difficult for both student and tutor to follow calculations—especially when multi-step algebra was involved.

A senior student preparing for exams tended to rely on calculators early in problems rather than planning solutions on paper; this sometimes resulted in confusion with fractions or incorrect units.

Missed revision tasks meant weaker recall of quadratic rules under pressure.

One Micket Creek tutor noted that a Year 5 student, Elise, now outlines every step independently in her maths working—previously she'd skip steps or wait for prompts.

In a recent high school session, Amelie identified her own test mistakes and solved them unaided, showing new self-correction skills where she once needed close guidance.

Another older student, Aymen, who used to get stuck on composite area problems, has begun breaking complex shapes down solo and scored 46/55 on his latest test. During their last session, he chose to tackle extra perimeter questions independently after finishing early.