Year 5 student Sam practised reading time on both analogue and digital clocks and worked through real-life word problems involving time calculations.

In Year 8, Mia tackled surface area of 3D shapes using diagrams and applied her understanding to solve related volume questions.

For Year 10, James focused on solving quadratic equations as well as expanding brackets, with plenty of step-by-step algebraic manipulation for practice.

In Year 10 algebra, skipping written steps when rearranging equations led to sign errors that only appeared once solutions were checked. "He skipped showing working in the turning point formula, which hid where negatives flipped," one tutor noted.

Meanwhile, a Year 8 student faced setbacks in surface area questions by not drawing diagrams for complex shapes—this made it harder to spot missing faces and caused repeated recalculations.

In senior grades, incomplete annotation of axes during data analysis meant results couldn't be fully interpreted against assignment criteria, so time was spent re-labeling rather than refining conclusions.

One Camp Mountain tutor noticed a big shift with a Year 10 student who used to guess at algebra questions—now, she's pausing to pick out key information and checks her working before moving on.

In Year 8 maths, a student who would avoid worded problems has started drawing diagrams from the questions on their own, making it easier to figure out what rules to use.

Meanwhile, in Year 5, one child who struggled with telling time can now confidently read both "minutes past" and standard formats without prompting and was able to explain the difference aloud last session.