Year 7 student Phoebe practised converting **improper fractions to mixed numbers** and tackled worded questions involving multiplying fractions.

For Year 10, Mia explored **trigonometric ratios in right-angled triangles** and worked through quadratic expressions, including factorising non-monic quadratics using step-by-step examples.

Meanwhile, Year 11 student Josh reviewed coordinate geometry by **graphing straight lines** and began studying the discriminant in quadratic equations to understand how it predicts the nature of solutions.

In recent Year 9–10 maths sessions, several students struggled with carefully reading and understanding what each question was actually asking—especially in algebra and measurement topics.

As one tutor noted, "Zack did comment he was a little tired from the day's school lessons," which led to misreading a snail rate problem.

In Year 7, Hudson occasionally missed key details by not re-reading unit conversion questions thoroughly. This habit resulted in avoidable errors or confusion before clarification.

When fatigue or distraction crept in, small misunderstandings multiplied, turning straightforward tasks into frustrating hurdles that slowed progress during the session itself.

A tutor in Gheringhap noticed that Zack, a high school student, has shifted from hesitating over algebraic fractions to actively talking through problems and asking targeted questions—he's now checking his answers and correcting errors himself, which wasn't happening a few months ago.

Meanwhile, Aiden (Year 11) recently tackled a challenging chapter review on cubic functions; instead of skipping tricky steps as he once did, he stopped to ask why each method was needed and wrote out every solution clearly in his notebook.

In Year 8, Hudson demonstrated real independence by finishing all his fraction addition homework with neatly set-out working for every question.