Year 4 Zara focused on statistics, learning to find the mean, median, mode, and range of small data sets using real class examples.

In Year 8, Mia tackled algebraic expressions and practiced solving equations for x through targeted worksheet problems.

Meanwhile, Year 10 Sam worked through trigonometry revision, including basic questions on angles and sides as well as an introduction to vectors and geometric transformations.

A Year 10 student, when working on algebra and worded equations, tended to avoid showing all steps—this made it harder to spot where small errors crept in, as noted: "she skipped showing steps in algebra, which hid sign errors."

In Year 12 maths, one student hadn't completed Task 3 and needed to clarify assignment requirements with their teacher; this delayed progress.

Meanwhile, a Year 7 learner was sometimes distracted during workbook tasks and required redirection before refocusing. These habits led to repeated confusion or incomplete assignments rather than building confidence through independent problem-solving.

One Alberton tutor noticed a Year 10 student who used to hesitate with the substitution method now confidently switching between methods when solving simultaneous equations, even correcting earlier mistakes without prompting.

In a recent session, a Year 8 student who previously guessed answers during statistics work is now carefully explaining her process—taking time to show her working for each step before moving on.

Meanwhile, two younger students have started insisting on trying themselves first before asking for help, showing a clear shift from passive listening to eager problem-solving.