Year 4 Alice worked on subtraction using the borrowing method and practised converting fractions to a common denominator, with some introduction to two-digit multiplication strategies.

Year 8 Alyssa focused on comparing and simplifying fractions as well as interpreting worded questions involving perimeters, often applying diagrams to clarify problem steps.

For Year 11 Elysia, recent lessons centred around mastering BODMAS order of operations and consolidating skills in long division, including methods for backchecking answers for accuracy.

In Year 4 mathematics, incomplete homework and reliance on fingers for basic arithmetic slowed progress; as noted, "she did not complete her homework of doing her times tables," which left gaps visible in class.

In Year 11 calculus, sessions were less effective when the student arrived without specific questions or prior revision—"sessions could be better utilized if the student completed their own revision prior."

A TAFE learner found it difficult to work independently outside lessons: numbers would get "jumbled," and longer gaps between sessions meant losing hard-won progress. Missed practice or weak organization had a real impact on confidence and momentum each week.

A tutor in Concordia recently noticed a Year 11 student, Elysia, start to independently ask for clarification whenever she felt unsure—previously, she tended to stay silent and guess.

In Year 8 Maths, Jasmine tackled negative numbers confidently after struggling to apply her knowledge to new problems; she now draws on earlier skills to solve unfamiliar questions.

Meanwhile, primary student Jai surprised his tutor by choosing skip counting by 3s—a challenge last term—and proudly demonstrated the pattern using Lego bricks and walking along pavers outside. He finished by teaching the method back, showing real ownership of the skill.