Year 4 student Ethan practiced graphing on paper and worked through textbook questions to strengthen his understanding of coordinates.

Year 8 student Lilian focused on solving algebraic equations using school worksheets and revisited basic decimal operations for fluency.

For Year 11, Ambarvale covered calculus fundamentals with first principles methods and then moved into applying derivatives to real problems.

During a Year 7 session, focus drifted repeatedly; "he gets distracted easily," which made it harder to finish longer problem sets in decimals and number theory.

In a senior maths lesson, gaps in understanding basic concepts lingered because independent revision was limited—notes suggested, "needs to fill the knowledge gaps."

Across several year levels, homework and self-driven practice were often incomplete or missing. For example, one student "should do more on his own" but rarely attempted extra problems after lessons.

This led to slower progress and less confidence tackling new types of questions when faced with unfamiliar exam material.

One Ambarvale tutor noticed a Year 11 student who, after struggling with careless errors in equations, began double-checking her solutions and now spots her own mistakes before moving on.

A Year 8 boy, usually quiet and hesitant to ask questions, has started actively participating in maths sessions—he recently volunteered his method for solving a tricky problem instead of waiting for prompts.

Meanwhile, a Year 4 girl who used to rush through revision now pauses to review her answers; last session she corrected two mistakes herself before the tutor pointed them out.