Year 4 student Claudia focused on solving addition problems using the split strategy and was introduced to subtracting tens from larger numbers, including mixed number examples.

In Year 9, Mia worked through simplifying algebraic expressions with index laws and practiced expanding brackets using the distributive law.

For Year 10, Sam tackled rational versus irrational numbers and applied significant figures and rounding skills while also working on rates in real-world contexts.

Several high school students struggled with completing homework consistently, as seen when one Year 10 student repeatedly arrived without assigned practice finished—this meant valuable session time was spent revisiting unfinished work instead of tackling new challenges.

A Year 11 student hesitated to write out multi-step solutions, preferring mental calculations; this habit led to confusion during trigonometry and rearranging equations, especially when errors crept in but weren't visible on paper.

"He is a bit reliant on calculators," noted a tutor after observing frequent calculator use for basic operations in Year 9 algebra, which limited the development of mental math skills needed for pattern recognition in more advanced topics.

In Year 4, forgetting to attempt set times tables homework delayed progress into higher content, leaving gaps that required additional review.

One Crangan Bay tutor noticed a Year 10 student who previously hesitated with worded algebra problems now attempts them independently, using visual graphing strategies to break down questions—a big shift from earlier sessions.

In another high school session, a student who once needed constant reminders is now recalling trigonometric ratios unprompted and can re-arrange equations like y = mx + b more confidently.

Meanwhile, in primary maths, one Year 3 girl applied the expansion method for times tables on her own after just one demonstration; she tackled new multiplication questions without asking for help.