Year 4 Alice practised subtracting using the borrowing method and worked on converting fractions to a common denominator.

In Year 8, Sam focused on algebraic translations and transformations from the textbook, as well as revision of proportions ahead of an upcoming assessment.

Meanwhile, Year 11 student Chloe concentrated on derivatives of exponential, logarithmic, and trigonometric functions, along with applying chain and product rules for differentiation.

A Year 4 student often left times tables homework incomplete and continued to rely on finger counting for basic arithmetic, making it hard to progress confidently in class.

In Year 11 maths, a tutor noted, "sessions could be better utilized if the student completed their own revision prior," as coming unprepared meant valuable lesson time was spent re-covering familiar ground instead of tackling knowledge gaps.

Meanwhile, a TAFE learner struggled to recall multiplication beyond the 12 times tables without a calculator—this slowed her during BODMAS questions where calculators weren't allowed, leading to frustration when test deadlines loomed.

One Gawler tutoring session saw a high school student, Elysia, move from feeling uncertain about BODMAS problems to confidently talking herself through each step out loud and even creating her own step-by-step cheat sheet—something she hadn't done before.

Another older student, Jasmine, who previously hesitated with negative numbers, now adapts calculator skills to new algebra topics and willingly tackles more challenging work beyond the year level.

Meanwhile, Claire in primary school has become noticeably quicker with her times tables; last week she managed to answer every one without needing hints or reminders from her tutor.