Year 8 student Ben worked through simplifying algebraic expressions using index laws and expanded brackets via the distributive law, sometimes verbalising his process to check understanding.

Year 10 student Olivia focused on rational versus irrational numbers and practiced rounding answers to significant figures, also applying these skills to rate calculations.

Meanwhile, Year 11 student Ethan revised financial mathematics by tackling word problems on income and taxation, then applied simple interest formulas in context.

Repeatedly leaving homework incomplete, especially in algebra and trigonometry, has been a persistent issue for this Year 8 student.

The tutor observed that "he needs to attempt questions alone to improve," after the student hesitated to start tasks without support.

In Year 10, there was significant confusion about when to apply formulas or which technique fits a question. This uncertainty led to lost time during worded problems and test revision.

This uncertainty became even more pronounced when she faced unorthodox or multi-step scenarios, resulting in deeper confusion.

A senior student consistently avoided writing full working for rearranging equations, instead trying mental shortcuts. This made small errors harder to spot and fix before moving on.

One Freemans tutor noticed a high school student who had previously hesitated with worded algebra problems now attempting them more confidently, especially after getting quicker at expanding expressions.

Another win came from a Year 10 student who, after struggling to recall trigonometric ratios, began remembering them without prompts and could spot patterns in rearranging equations independently.

On the primary side, one younger learner—who used to need step-by-step guidance—successfully solved decimal multiplication questions solo for the first time and even asked for extra practice when finished.