Year 4 student Jason practised perimeter and area of irregular shapes using worksheets, and briefly reviewed multiplication facts for the 6, 7, 8, and 9 times tables.

In Year 8, Ella worked through algebraic concepts by tackling homework tasks involving decimals, percentages, and fractions in preparation for her upcoming test.

For Year 10 student Luka, lessons focused on simplifying linear equations and practising exponent rules with targeted questions from class resources.

In Year 11 Maths, a student often relied on re-doing familiar problems rather than tackling new or challenging material; as noted, "she should revise annuities and perpetuities" to move beyond her comfort zone.

A Year 7 learner, when faced with long division tasks, skipped some working steps—particularly when the remainder was zero—which made it harder for teachers to follow her reasoning and catch mistakes early.

Meanwhile, one senior student's lack of test planning showed when she left revision for inequalities until just before an assessment.

In each case, the learning process itself—not content knowledge—created obstacles.

One East Albury tutor noticed a real shift in a Year 10 student's attitude toward algebra: after struggling with common mistakes, he now actively asks questions when unsure and works through errors instead of guessing.

In a recent session with a senior maths student, the tutor observed her confidently forming scatterplots and generating equations on her CAS calculator—skills she previously found overwhelming.

Meanwhile, Maya (Year 3) has become much more open about saying when something doesn't make sense to her; last week, she eagerly tackled new times tables and even did extra practice at home without prompting.