Year 8 student Molly revised the area of composite shapes and practiced basic trigonometry, focusing on understanding how **formulas work through step-by-step examples**.

Year 9 student Alex tackled surds in her classwork, exploring how to **simplify and manipulate them** alongside an algebra pre-test for foundational skills.

For Year 11, Sarah worked through financial mathematics topics such as **compound interest and tax calculations**, reviewing syllabus points relevant to upcoming assessments.

In Year 11 mathematics, a recurring issue was unclear and unstructured working out—she often left steps unlabeled or mixed up information between questions.

As one tutor noted, "she frequently looks at the wrong information when referring back to worksheets."

In junior years, missed fundamentals due to absences led to hesitation and gaps in algebra basics; this showed up when she struggled to recall SOH CAH TOA or made sign errors in quadratic expressions.

During exam-style tasks, stress caused her to overlook question details, resulting in avoidable mistakes even on familiar content.

The confusion sometimes lingered after the session ended.

A tutor in Croom noted that a Year 11 student, who previously hesitated to speak up, has started identifying specific maths concepts she finds tricky and brings targeted questions to each session—something she never did before.

Another high schooler made a big leap with finance topics: after struggling to solve equations involving fractions, she can now finish class assignments without hints.

Meanwhile, a Year 5 student who used to rush through problems is now pausing to explain her reasoning step-by-step and even asks for harder questions when she finishes early.