Year 4 student Summer worked on addition and subtraction using number lines, as well as reading analogue clocks.

In Year 9, Ryan tackled a maths assignment requiring him to develop a dinner menu for a party, applying calculations involving quantities and costs.

Meanwhile, Year 11 student Joshua focused on percentage increase and decrease (discounts) and practised finding the surface area of three-dimensional shapes using textbook examples.

A Year 11 Engineering student was encouraged to ask more questions in class and rely less on school-provided resources, but tended to hold back from clarifying assignment expectations—"he must actively ask and bombard his teachers with questions or ask more for what they expect/want."

In Maths, a senior student sometimes skipped steps when solving equations, leading to confusion about where errors occurred.

A Year 7 learner struggled with organizing notes by subject, making revision harder ("needs to separate subject notes in books").

For one primary student, unfinished homework became a pattern, leaving multiplication skills under-practiced heading into the week.

At a Moffat Beach tutoring session, one high school student, who previously hesitated to ask for help, now regularly paused to clarify steps during tricky algebra problems. He even requested a harder question after solving the first set independently.

Another tutor noticed a Year 11 student who used to struggle with trigonometric equations was able to recall and apply rules unprompted, handling new trig topics by herself before the lesson ended.

Meanwhile, a younger learner who once lost focus on written assignments stayed engaged throughout his session and typed his introduction without any distractions.