Year 5 student Summer focused on reading analogue clocks and using number lines for addition and subtraction.

In Year 9, Rebecca worked through simplifying algebraic ratios and revising rate calculations using homework questions.

Meanwhile, Year 11 student Joshua practiced trigonometry with sine and cosine rules, and tackled textbook exercises on scale factors in geometry.

A Year 11 engineering student tended to rely heavily on school resources and teacher instructions, rather than independently seeking clarification or extending their project ideas; as noted, "he must actively ask and bombard his teachers with questions" to better tailor assignments.

Meanwhile, a secondary maths student showed inconsistent note-taking—especially in algebra and statistics—which made it difficult to revisit problem-solving steps later ("needs to improve on note taking...Maths needs improvement").

In a primary setting, missed homework in multiplication practice led to slower progress mastering tables.

When sessions lacked planning or structure, lessons were cut short or lost focus mid-task.

A tutor in Minyama noticed that a Year 11 student, previously hesitant to speak up, is now regularly asking questions about steps she finds tricky when rearranging equations—a big shift from staying silent during earlier sessions.

Meanwhile, a Year 9 student who used to rely on reminders is now self-motivated enough to study independently outside of class and tutoring, picking up new math topics without needing prompts.

In primary, one student surprised their tutor by confidently reading out recipe instructions and calculating ingredient costs aloud after struggling with focus during previous lessons.