Year 5 student Ava practised representing **fractions using shaded circles** and naming them with correct ordinal language, then worked on finding fractions of groups by highlighting portions within dot arrays.

Year 8 student Greta focused on **negative numbers in algebraic expressions**—combining like terms and expanding brackets—and also reviewed fraction/decimal conversions alongside reading comprehension activities from "Platform 13."

Meanwhile, Year 10 student Noah tackled trigonometry concepts including **SOH CAH TOA and the sine rule**, using labelled diagrams to solve for unknown sides in right-angled triangles.

A Year 3 student often avoided showing written working in subtraction and division, sometimes jumping to answers without setting out steps—this made it harder for teachers to see where understanding broke down.

As one tutor noted, "layout & clear written working is important as this will help her understand her own thought process."

In Year 11 Maths Methods, skipping checks when rearranging equations or rationalising surds led to small but compounding errors, especially under time pressure during tests.

For VCE-level proofs, a lack of planning meant induction mistakes weren't caught until review, leaving the student frustrated and less willing to attempt new problems independently.

One Ballarat tutor noticed a big shift with a Year 9 student who, after struggling to communicate when she was stuck in maths, began independently asking for written instructions and clarifying questions—she now signals what's too easy or where she feels lost, which has made sessions more productive.

A high school student recently surprised herself by applying exponent laws confidently to non-standard equations after just one demonstration, a topic that previously seemed intimidating.

Meanwhile, a primary student moved from guessing at fractions visually to grouping and counting dots methodically, successfully matching equivalent fractions without relying on guesswork for the first time.