Year 5 student Jason practised perimeter and area calculations for irregular shapes like rectangles and squares, and reviewed multiplication facts for the 6, 7, 8, and 9 times tables.

In Year 9, Luka revised expanding and factorising polynomials of different degrees and worked through homework in preparation for an upcoming maths test.

Meanwhile, Year 10 student Ella focused on simplifying linear equations as well as exponent rules through targeted practice questions drawn from her textbook resources.

In Year 11 Maths, Sienna was encouraged to revise significant figures and square roots, but notes show she relied heavily on provided solutions rather than practicing independently. This meant key calculation steps were sometimes missed in homework, making it harder to spot where errors occurred later.

In Year 5 long division tasks, one student's habit of skipping the multiplication and subtraction steps "so the teacher can see how you got your final answer" led to incomplete working—especially when no remainder appeared.

Meanwhile, in Year 10 English writing assignments, Darcy needed extra support staying engaged with structured paragraph writing; disengagement slowed progress during timed essay practice.

One Ettamogah tutor noticed a real shift in a Year 11 student's attitude to algebra—after initially struggling with misconceptions, he began actively asking questions about his mistakes and wanted to understand where he'd gone wrong.

In another session, a high school student who used to get stuck on exam-style maths problems was able to answer those same questions after working through her difficulties step by step.

Meanwhile, Maya in Year 3 has started tackling her times tables more independently; she even did extra work at home in her Naplan book without prompting from her tutor.