Year 5 student Zac practised multiplying fractions by integers and converting between improper fractions, mixed numbers, and decimals.

For Year 8, Jessica focused on rearranging formulas to change the subject and substituted values into equations to solve for unknowns.

Meanwhile, Year 9 student Sarah worked through using trigonometry (including SOHCAHTOA) to find unknown angles in right-angled triangles and applied the Pythagorean theorem in various questions.

In Year 9 algebra, one student avoided writing out working for equation rearrangement—"she just says the answer aloud," as a tutor noted—which led to missed sign changes and confusion with negatives.

A Year 11 trigonometry lesson saw another learner rely on memory instead of referencing formula sheets during practice; this caused hesitation when faced with multi-step bearings questions.

Meanwhile, in Year 4, incomplete homework on clock models meant time concepts were shaky in class and left her guessing during money problem tasks.

In senior years, forgetting to bring calculators or worksheets resulted in lost lesson time searching for alternatives.

A tutor in Box Head noticed a big change with one Year 8 student who used to freeze up during problem-solving but now speaks up more and works through tricky fraction questions aloud, showing real initiative compared to last term.

In a recent high school session, another student who struggled with rearranging formulas began choosing the right formula independently when tackling geometry problems—a first for her.

For a younger learner, there's been a subtle shift: she now draws out currency diagrams herself before starting worded addition questions, rather than waiting for prompts or hints from the tutor.