Year 7 student Priya worked on NAPLAN past papers and school homework focused on data representation, tackling questions about graphs and interpreting information.

For Year 10, Michael completed revision sheets targeting annuities and financial maths concepts, including calculating loan repayments using different formulas.

Meanwhile, a Year 11 student reviewed school textbook exercises on graphing absolute value functions and began exploring composite functions through practice problems.

In Year 8 mathematics, skipping steps and writing untidy working made it hard to spot sign errors, as one tutor observed: "he missed a negative because he didn't write out each line."

During a Year 10 algebra session, avoiding the use of brackets led to repeated carry-on mistakes in multi-step equations.

In senior years, such as Year 11 financial maths, heavy reliance on formula sheets and not practicing rearranging formulas independently meant progress slowed when tackling reducing balance questions.

Meanwhile, a primary student hesitated to ask for help after reading tricky worded problems—she sat quietly, losing time and confidence until prompted.

One Bringelly tutor noticed a Year 10 student who used to hesitate with Pythagoras' theorem now tackles every question, fixing his own mistakes and showing he understands where he went wrong.

In Year 8, a student who would once wait for help is now trying each maths problem first and only asking after having a real go—she even finished all her review questions on her own this week.

Meanwhile, in primary, one girl has started working ahead during lessons without prompting, showing new independence that wasn't there before; last session she completed extra problems just because she wanted the challenge.