Year 7 Daniel focused on algebraic expressions and using diagrams to solve problems involving the interior angles of quadrilaterals.

Year 7 Lukas tackled triangle angle sums with step-by-step written methods, alongside NAPLAN-style questions covering pattern recognition and probability.

For Year 8, Jamie practised applying Pythagoras' Theorem to right-angled triangles and manipulating variables in algebraic equations for unknown sides, strengthening both geometry and equation-solving skills.

A Year 8 student was regularly leaving large portions of schoolwork unmarked and struggled to accept the importance of reviewing his own answers—"he had some difficulties accepting that he would need to mark his work."

In Year 10, one student often tried to group steps or solve algebra in his head, leading to calculation errors; this habit slowed progress on topics like rearranging equations.

Meanwhile, a Year 6 learner hadn't yet mastered setting out solutions formally, especially after breaks ("holiday brain" made it harder to restart routines).

When feedback is not taken up or written work remains incomplete, gaps persist unnoticed and improvement stalls.

A tutor in Arcadia noticed Tom, a high school student, now tackles multi-part algebra questions with far more independence—he interprets graphs and connects them to equations without waiting for hints, whereas he previously needed step-by-step prompting.

Another recent session saw Will, also in high school, shift from relying on guesswork with picture graphs to carefully weighing information before reaching a conclusion.

Meanwhile, a Year 4 student demonstrated a big leap by moving from confusion with multiplication word problems to accurately solving complex examples involving both multiplication and division.