Year 10 student Lily worked on adding and subtracting negative numbers within algebraic equations, then practiced ratio problems including worded questions from her textbook.

Year 11 student Lola focused on quadratics—specifically solving quadratic equations and discussing properties of a parabola—and also reviewed simultaneous equations.

Another Year 11 student, Emily, practiced using trigonometric functions to find unknown lengths or angles in triangles and tackled problem-solving with SOHCAHTOA strategies.

A Year 10 student repeatedly arrived without completed homework or up-to-date schoolwork, leaving gaps in revision and making it difficult to check progress; "no classwork or homework notes provided from previous lectures nor progress report shown," one tutor noted.

In Year 7 mathematics, cramped, unstructured working made following algebraic steps confusing—lost train of thought led to mistakes that could have been avoided with clearer layout.

Meanwhile, a senior economics student missed key concepts because they focused only on current diagrams instead of revising earlier basics like elasticity calculations. Without these habits, crucial feedback was missed and foundational errors repeated.

One Bayswater tutor noticed a big shift with a Year 11 student who, after struggling to spot her own errors in maths, started catching and correcting mistakes on her own during problem-solving—something she'd never attempted before.

Meanwhile, a Year 9 boy who previously only answered questions when prompted now asks for clarification whenever unsure and recently worked through some tricky simultaneous equations almost entirely independently.

In primary, a Year 4 student who often left spelling tasks unfinished surprised everyone by finishing all her homework on time and acing a surprise spelling test without extra help.