Year 4 Sophie worked on simplifying fractions and converting between mixed numbers and improper fractions, as well as measuring angles with a protractor.

Year 5 Annabelle completed a school worksheet on probability and practiced creating graphs from tables and interpreting data.

For Jay in Year 3, sessions focused on improving fluency with the 3 and 4 times tables and using playing card games to reinforce division concepts.

A Year 8 student repeatedly rushed through multi-step algebra, skipping working and misreading key parts—"she kept jumping to the answer without checking what was being asked," as a tutor noted.

In Year 4 maths, another student lost motivation after encountering a dense worded problem; they gave up quickly, overwhelmed by too much information on the page.

A Year 10 student struggled with messy written work in graphing tasks, which made it hard to spot calculation errors or line up coordinates.

After a tiring day, one Year 5 learner left homework incomplete until prompted several times, feeling reluctant but eventually finishing under guidance.

One Biggs Flat tutor noticed Jay, a high school student, now regularly spots and corrects his own mistakes during division—something he used to overlook. He also showed real persistence by pushing through challenging problems without giving up.

In another session, Sophie, also in high school, created her own revision "cheat sheet" before the lesson started—her first time taking that kind of initiative without prompting.

Meanwhile, Annabelle in Year 6 surprised her tutor by confidently tackling percentage calculations on her own after initially hesitating; she divided by 100 and multiplied out the answers independently.