Year 4 student Michael focused on simplifying fractions and ratios by finding common factors, along with using BODMAS to work through the correct order of operations.

In Year 8, Sarah practised graphing linear equations from both formulas and plotted points, then moved on to finding gradients directly from equations and graphs.

Meanwhile, Year 10 student Lucas tackled solving monic and non-monic quadratic equations as well as identifying the turning point of a parabola and representing these on graphs.

In Year 9 algebra, most of the homework was done incorrectly, but when done in person he did them flawlessly, highlighting a reliance on tutor presence rather than independent practice.

Meanwhile, a Year 11 student tackling parabolas needed reminders for key properties and often mixed up positive and negative numbers, which slowed progress during graphing exercises.

For a Year 4 learner, unfinished or incorrect homework—especially with subtraction—meant relearning basics each session instead of building on past work.

In senior trigonometry, one student repeatedly tried to apply unrelated formulas, which led to confusion and wasted revision time.

One Chifley tutor noticed a big shift in a Year 9 student who, after weeks of hesitating to ask for help, finally started speaking up whenever stuck—making it much easier to tackle challenging algebra problems together.

In Year 10 maths, another student who previously struggled with monic quadratics began solving them accurately without prompts and even found the axis of symmetry independently during their session.

Meanwhile, a Year 4 student who used to rely on finger counting managed to finish a set of complicated addition questions entirely from memory, working under a timer and correcting mistakes on their own.