Year 4 student Emily practised adding and subtracting fractions with the same denominator and previewed long division, while also working on understanding maths in word problems through homework tasks.

In Year 8, Lucas focused on factorising quadratic equations and revising how to use the quadratic formula to solve them, including discussing what "roots" mean for parabolas.

Year 9 student Sarah worked on manipulating linear equations by making a variable the subject and used tables and graphs to explore relationships between variables.

A Year 9 student avoided writing working for long division, preferring mental methods; this led to mistakes he couldn't check or fix—"He needs more practice to ensure he follows the new method instead of depending on his older method."

In Year 11 trigonometry, a tendency to regurgitate formulas without showing process meant errors went unnoticed.

For a Year 3 student, skipping homework and resisting new ways of setting out sums blocked progress with fractions.

Another in Year 7 hesitated to ask questions during algebra revision, missing feedback that would have clarified misconceptions and built confidence.

One Clemton Park tutor noticed a big change in Willa, a high school student who used to get stuck on wordy maths problems—she now asks questions when unsure and recently solved several tricky ones on her own using new strategies.

Cooper, also in high school, shifted from waiting for hints to actively looking for solutions and tackling quadratic equations with much more independence than before.

Meanwhile, a Year 4 student who previously needed help reading longer passages managed to read an entire book out loud solo this week, only stumbling over a couple of words.