Year 4 Alice focused on subtraction using the borrowing method and learned how to convert fractions to a common denominator, along with an introduction to two-digit multiplication.

In Year 8, Elysia practised long division step-by-step and applied BODMAS rules in increasingly complex equations from her TAFE workbook, building confidence through backchecking.

Meanwhile, Year 11 student Jack worked on derivatives of exponential and trigonometric functions before progressing into integration techniques, using textbook examples for clarity.

In Year 4 and Year 5 maths, incomplete homework—especially on times tables—meant gaps persisted in foundational arithmetic; "she did not complete her homework of doing her times tables," a tutor noted.

This slowed progress with division and meant more lesson time spent revisiting basics instead of advancing to new material.

In senior levels (Years 10–12), some students arrived without specific revision questions prepared or relied heavily on prior class notes rather than active problem-solving.

For example, during algebra sessions, skipping independent revision led to confusion with newer concepts like square roots, making it harder to identify and address genuine knowledge gaps.

A Gawler South tutoring session saw Elysia, a TAFE student, begin to guide herself through complex BODMAS questions by talking aloud and highlighting each operation step—something she previously found overwhelming without support.

Jasmine in high school adapted calculus and algebra methods to new problems, drawing on prior sessions and now tackling unfamiliar tasks with less hesitation.

Meanwhile, Jai in primary school shifted from struggling with skip counting by 3s to confidently using hands-on activities like walking on pavers; he even showed his mum how quickly he could count the sequence out loud.