Year 5 student Michael practised simplifying fractions and finding the lowest common multiple, using plenty of written examples.

In Year 9, Mia worked through problems involving area and circumference of shapes, as well as understanding how to apply the correct formula for triangles and rectangles.

Meanwhile, Year 11 student James focused on quadratic equations and factorising, including step-by-step practice with expanding polynomials and applying the FOIL method.

In Year 4, a student avoided completing set homework on times tables, which left gaps in their recall during mental arithmetic.

In Year 7 algebra, he skipped showing steps in equations, which hid sign errors and slowed checking.

A Year 10 student hesitated to attempt worded problems independently; as the tutor noted, there was a bit of a reliance on me to guide him through questions.

In Year 12 exam prep, another student struggled with time management—uncertainty about which questions to attempt first meant practice tests were left unfinished.

These patterns led to missed learning moments and reduced exam readiness.

One Yarrabilba tutor recently noticed a Year 11 student who, after struggling with worded problems, started actively underlining key information and drawing diagrams without prompting—a big shift from her earlier hesitancy.

In another session, a Year 9 student who used to wait for hints completed all assigned algebra questions independently, asking the tutor for even more challenging ones at the end.

Meanwhile, a Year 5 learner—who previously rushed through homework—has begun carefully checking his answers and now voluntarily explains his reasoning step-by-step before moving on to new tasks.