Year 4 Alice worked on subtraction using the borrowing method and began multiplying two-digit numbers with the lattice method.

In Year 8, Alyssa focused on interpreting worded questions about perimeters and practised comparing and working with fractions through her Maths Pathways modules.

Meanwhile, Year 10 Jack reviewed discrete random variables—covering both Bernoulli and Binomial distributions—and prepared for an upcoming statistics practice test using textbook examples.

In Year 4 maths, missed times tables homework slowed progress with basic arithmetic; "she did not complete her homework of doing her times tables," a tutor noted, meaning finger-counting persisted in division tasks.

For a Year 10 student preparing for algebra and calculus exams, revision often focused on familiar questions rather than challenging problem types—this limited readiness for exam complexity.

Meanwhile, in TAFE preparation, skipping regular practice outside lessons caused concepts to become "jumbled" between sessions, leading to repeated reteaching instead of moving forward. Missed self-guided revision left gaps unaddressed before each session.

A tutor in Gawler West noticed Elysia, a high school student, has become much more independent in maths: after previously feeling lost with multi-step BODMAS problems, she now talks herself through each stage aloud and highlights steps to avoid confusion.

Jasmine, also in high school, recently surprised her tutor by using skills from earlier lessons to solve new algebra questions—something she hesitated with before—and even asked for extra challenge sheets.

Meanwhile, Claire in Year 3 handled times tables despite distractions and managed to recall them faster than ever; last session, she completed every set without any prompting.