Year 8 student Ava worked on surface area and volume calculations for cylinders, pyramids, and cones using clear step-by-step methods.

For Year 10, Sam tackled trigonometry involving angles of elevation and depression as well as worded problems.

Meanwhile, Year 11 student Jamie reviewed financial mathematics concepts such as simple and compound interest alongside depreciation, practicing with real-world HSC-style questions.

In Year 9 trigonometry, confusion arose when selecting which angle to use in multi-step problems; as a tutor noted, "she mixed up area and circumference formulas during circle questions," suggesting that formula recall and clear working steps need attention.

A Year 11 student struggled to remember the difference between complementary and supplementary angles, with messy working sometimes hiding calculation errors in geometry proofs.

In Year 6, times tables were not fully memorized, slowing down division algorithms and mental multiplication.

During polynomial long division in Year 12, reliance on worked examples meant feedback was not always integrated into subsequent attempts—errors repeated rather than resolved.

A tutor in Great Mackerel Beach noticed a Year 10 student, who used to make frequent errors with logarithms and polynomial theory, recently scored 88% on an exam—her best yet—with only minor mistakes that she now understands how to fix.

In another session, a Year 8 student showed real initiative by drawing diagrams for tricky surface area problems and choosing the correct formulas independently instead of waiting for hints.

Meanwhile, a younger student has stopped relying on counting fingers for addition; he now confidently adds larger numbers using mental strategies and even tried "rainbow" number bonds unprompted.