Year 8 student Jack worked through trigonometry, focusing on using SOH CAH TOA as well as applying the sine and cosine rules to solve triangle problems.

Year 10 student Lily reviewed a previous test by practising simplification and rationalising of surds alongside elementary set theory, also tackling algebraic expressions with non-numeral coefficients.

Meanwhile, Year 11 student Daniel concentrated on logical proofs, specifically proof by contradiction and mathematical induction, analysing how to structure these arguments step by step.

A Year 11 student hesitated to show working in algebra, leading to arithmetic errors: "I'll make sure they show their working in future," noted a tutor after missed marks on surds and factoring.

In senior maths, another struggled with induction proofs—misunderstanding negated statements meant repeated confusion and extra time spent untangling steps rather than building confidence.

Meanwhile, a primary student avoided writing out subtraction or division, instead relying on visual aids; when worded problems appeared, uncertainty led to leaving answers blank rather than asking for help. These habits left key misunderstandings hidden until assessment time.

One Bunkers Hill tutor recently noticed a Year 9 student who'd struggled with exponent laws now confidently tackling equations in unfamiliar formats, picking up on patterns without prompting.

In a senior maths session, a Year 12 student made real headway with induction proofs—moving from confusion to independently identifying the base case and articulating what makes a valid statement.

Meanwhile, during a primary school lesson, one child who had been mixing up fractions when using arrays began reliably grouping and matching equivalents after practicing several visual exercises; she even started counting dots rather than guessing by appearance.