Year 8 student Maddie focused on solving equations with variables on both sides and consolidating her understanding of expanding algebraic expressions.

Year 10 student Noah revised differentiation techniques for Unit 3, including applying rules to solve calculus problems and interpreting their meaning in context.

Meanwhile, Year 12 student Lily tackled logarithms and exponential equations from Unit 3 Topics 1 and 2, working through exam-style questions to deepen her grasp of these advanced concepts.

A Year 11 student reviewing past exam errors wanted to "see the questions he got wrong," but did not bring his paper—without this, it was impossible to target weak areas in class.

For a Year 9 algebra session, over-reliance on calculators showed up when "simple arithmetic could be performed mentally rather than with the aid of a calculator," slowing progress and dampening confidence.

Meanwhile, a Year 6 student avoided tackling multi-step word problems independently; each part felt overwhelming until broken down together. That sense of uncertainty lingered after lessons, making new challenges seem even larger.

One Wynnum tutor noticed a Year 10 student who previously hesitated to ask questions now regularly stops the lesson to clarify tricky steps in simultaneous equations, leading to more independent problem solving.

In a recent high school session, another student managed to apply both sine and cosine rules without prompting—something they struggled with last term when mixing up which formula to use.

Meanwhile, a Year 4 student who once rushed through maths problems is now pausing to check their answers for reasonableness before moving on, having caught two of their own errors during the latest worksheet.