Year 3 student Ruby worked on strengthening addition and subtraction skills and was introduced to telling time using clocks.

For Year 9, Marcus tackled expanding algebraic equations and applied these in a maths assignment for practical understanding.

Meanwhile, Year 11 student Chloe focused on mastering quadratic equations through factorising and expanding exercises, making use of step-by-step practice problems.

A Year 10 student working on quadratic equations often skipped showing steps in algebra, which, as a tutor noted, "hid sign errors and made mistakes harder to find." This led to confusion when checking answers and slowed progress in later questions.

In Year 8, during work on probability exercises, a student struggled to identify whether the question required "A and B" or "A or B," often not reading test prompts closely enough—this left parts of answers incomplete.

Meanwhile, a Year 5 learner repeatedly guessed rather than trying her own working; when distracted or unsure, she would ask for help immediately instead of attempting solutions herself.

A tutor in Burwood Heights noticed one Year 11 student has stopped trying to memorise formulas and instead breaks them down visually, which helped her finally solve problems on bearings by drawing coloured diagrams—a big shift from her earlier confusion.

Meanwhile, a Year 8 student recently managed to catch all the errors she made on her algebra homework and explained why they happened, showing more independence than before.

In primary sessions, a Year 3 girl who used to say "I don't know" now starts counting by twos out loud without prompting or hesitation.