Year 7 student Sophie focused on adding and subtracting fractions as well as operations with negative integers, using number lines for clarity.

In Year 8, Liam practised converting decimals to fractions and worked through perimeter calculations by breaking shapes into simpler parts.

For Year 10, Priya explored linear graphs—specifically finding gradients—and began work on non-linear graph interpretation with practical examples from coordinate geometry.

In Year 7, one student struggled with worded problems and often left working untidy, making it hard to spot calculation errors—"written layout in multi-step questions was unclear."

A Year 9 learner relied heavily on calculator use for basic arithmetic, skipping mental checks in fraction work.

For a Year 10 student, revision time focused mostly on familiar algebra drills while avoiding application-style graphing tasks.

In Year 12 Maths Methods, missing the step of memorising exact values for trigonometric equations meant "she hesitated during SACs when no formula sheet was allowed," leading to avoidable delays under timed conditions.

One Pakenham tutor noticed that a Year 8 student who used to get stuck on algebraic notation now works through questions independently, pausing only to check her process.

In a recent high school session, Tatum began using the financial solver tool on her calculator without prompting—last term she avoided it entirely and needed step-by-step guidance.

Meanwhile, in primary maths, Sophie started taking her own notes during fraction lessons; this was a first for her as she'd previously relied only on the tutor's explanations. Last week, she completed all ten practice problems using her new method.