Year 7 student Greta focused on negative numbers and algebraic expansion, as well as reviewing like terms using brackets and constants.

Year 10 student Henry worked through trigonometry concepts including labelling sides of right-angled triangles, applying SOH CAH TOA, and using calculators to find unknown values.

Meanwhile, Year 11 student Charlotte practised graphing quadratic equations, finding roots and focal points, along with revisiting the completion of the square method for solving quadratics.

In Year 9 algebra, one student "tends not to double-check answers," leading to small mistakes that dent confidence—especially when visual aids become less practical with harder fraction or equation problems.

For a Year 11 student tackling induction and surds, skipping steps in rationalising quotients or misunderstanding negated statements made complex proofs more error-prone; as noted, "there is a serious level of misunderstanding of how induction and negated statements work."

In primary maths, a student struggled with keeping written work clear and organised during subtraction tasks, which muddied where the real difficulty lay for both tutor and learner.

One Cambrian Hill tutor noticed a Year 10 student who, after initially struggling to form equations independently, now confidently applies the quadratic formula with minimal help and can set up most problems on his own.

A senior student made a clear leap in probability: she can now determine the intersection of events accurately—previously a sticking point—and works through complex tables without prompts.

In a primary session, one student who used to make consistent errors identifying fractions within arrays started grouping dots correctly by the third exercise and recognised equivalent fractions by counting rather than guessing.