Year 6 student Darell practised identifying prime and composite numbers and worked on addition and subtraction of fractions, including converting between improper fractions, mixed numbers, decimals, and percentages.

Year 10 student Rebecca focused on multiplying and dividing like terms in algebra as well as applying rates to problem-solving using textbook questions.

Meanwhile, Year 11 student Joshua tackled trigonometry with the sine and cosine rules alongside solving surface area problems for various 3D shapes.

A Year 11 student in Engineering has been encouraged to "actively ask and bombard his teachers with questions" about assignment expectations, but so far hasn't initiated these conversations—this missed opportunity can limit clarity when tailoring work to QCAA standards.

In senior maths, another student kept separate subject notes for some classes but neglected maths, resulting in confusion during revision: "He needed reminders about foundational formulas."

One primary-aged student regularly left multiplication homework incomplete; missing this practice slowed progress on factorising tasks.

For a Year 8 student, mental maths reliance meant mistakes crept in during multi-step problems before corrections were made aloud.

A Coochin Creek tutor noticed that a Year 11 student, who previously rated his confidence in solving discount problems as just 2/5, now self-assesses at 4/5 and is recalling formulas more independently during sessions.

In Year 8, Rebecca has started admitting when she's unsure about a question—something she used to avoid—which means she's tackling new algebra topics with far less hesitation and asking for clarification right away.

Meanwhile, a Year 4 student who struggled to talk through subtraction steps aloud is now working through homework verbally and finishing it without reminders.