Year 9 student Alice worked on graphing linear equations and understanding the connections between algebraic expressions and their graphical representations.

Year 10 student Daniel tackled trigonometric ratios in right-angled triangles and applied them to solve angle of elevation problems using diagrams.

Meanwhile, Year 11 student Sarah focused on financial mathematics, including simple and compound interest calculations as well as strategies for comparing reducing balance loans.

In Year 8, one student's tendency to format solutions inconsistently in linear equations made it "harder to check for errors or spot where the process broke down," as a tutor observed.

Meanwhile, a Year 11 student working on HSC finance questions often skipped writing intermediate steps when problems were multi-stage; this left them unsure which part of the method led to mistakes, especially with shares and reducing balance loans.

In Year 12, another relied heavily on memorizing trigonometric rules without linking them back to underlying concepts, making application across unfamiliar contexts much harder during practice exams.

A Bangalee tutor noticed Andrea, a senior student, recently recognised her own mistakes after an exam and chose a different problem-solving approach for tricky graph questions—she hadn't shown this kind of self-reflection before.

In Year 10, Laaibah started to work through credit card interest questions that she'd previously avoided and managed several on her own during the session.

Meanwhile, a younger student who used to rush through maths without showing their working is now writing out steps more consistently when simplifying ratios and rates.

Last week, Andrea completed a bearings question from the HSC syllabus with only minimal guidance.