Year 3 student Jai practised telling the time on an analogue clock, using chalk and hands-on activities, and strengthened his understanding of skip counting by 3s with outdoor games.

Year 8 student Alyssa worked on interpreting worded questions involving perimeter, as well as comparing and simplifying fractions in her Maths Pathways modules.

Meanwhile, Elysia (TAFE/Year 10 equivalent) reviewed long division strategies, then applied these to convert fractions to decimals and began tackling BODMAS problems from her course workbook.

In Year 11 TAFE Maths, Elysia struggled to retain processes like converting fractions to decimals when there were long gaps between lessons; "with a month's gap...she had forgotten parts of the process," leading to valuable lesson time spent on review instead of new content.

In Year 8, Alyssa sometimes rushed through worded problems, making minor errors by not writing down all working—her tutor noted she needed to "take a bit more time and be careful to write down parts of the working out."

For Year 5, Treasure occasionally guessed answers or gave up quickly during perimeter tasks, resulting in repeated mistakes rather than building confidence.

A tutor in Angaston recently noticed a Year 11 student, Elysia, move from feeling unsure about long division and BODMAS to independently talking herself through each step using strategies like highlighting operations and creating written "cheat sheets" for tricky processes.

In Year 8, Alyssa has started double-checking her answers after realising she sometimes made quick errors when working in her head—now, she carefully writes out calculations for new topics like algebra and mixed fractions.

Meanwhile, Tegan (Year 4) showed a big shift by asking what homework she needed to practise next lesson and even did twice the requested punctuation work at home.