Year 7 student Zac focused on fraction operations, including adding, subtracting, multiplying, and dividing fractions, and practised simplifying mixed and improper fractions using worded sentence questions.

Year 8 student Lily worked through algebraic expansion and factorisation as well as more complex expressions involving both techniques.

Meanwhile, Year 5 student Olivia recapped money counting in NAPLAN-style questions and analysed the symmetries of shapes by counting angles and sides using visual aids.

A Year 8 student often forgets to do set homework and struggles to stay focused during lessons, as seen when "she was very reluctant to do work today" and didn't complete her assigned tasks—resulting in slow progress through content.

In Year 10, messy written work led to calculation errors, especially when columns weren't lined up for long division or graph plotting.

For a senior student preparing for HSC, frequent reliance on calculator answers without double-checking steps caused repeated mistakes; one tutor noted, "errors were being made when numbers were not properly lined up in columns," which cost valuable revision time.

A tutor in Copacabana noticed Zac, a high school student, shifting from hesitating during problem solving to confidently speaking up and tackling fraction questions that previously caused him trouble—he now remembers methods across lessons without prompting.

In another session, Olivia demonstrated new independence by bringing her own tricky homework questions and consistently writing out area formulas before solving complex shape problems; she used to skip this step and get stuck more often.

For a younger student, Lilly showed tangible progress by stopping her tutor from helping so she could solve percentage-to-fraction conversions on her own—a first for her.