Year 4 student Jai practised skip counting by 3s and 6s using brick pavers outdoors, explored fractions through sharing real-life items like pizza, and learned to tell the time on an analogue clock.

Year 7 student Alyssa worked on comparing and simplifying fractions as well as interpreting worded perimeter questions from her Maths Pathways modules, sometimes using highlighting strategies for clarity.

Meanwhile, Year 10 student Elysia reviewed BODMAS and advanced multiplication methods in connection with her TAFE course, including applying long division to convert fractions to decimals.

In Year 11 TAFE Maths, Elysia's progress slowed due to irregular lesson attendance—after a month's gap, she forgot key steps for converting fractions to decimals and needed a full session to regain confidence. As one tutor noted, "with long gaps between lessons, Elysia loses the progress she made."

In Year 7 Maths, Alyssa sometimes rushes written work or skips recording her process on worded problems, leading to small but avoidable errors. She found that writing each step and rechecking helped her accuracy in fraction questions.

Without these habits, both students spent more time relearning than advancing into new topics.

A tutor in Greenock noticed that Alyssa, a high school student, has started double-checking her working out and writing careful notes when tackling complex fraction problems—previously she'd rush through and sometimes miss small errors.

Elysia, also in high school, used to feel anxious and unsure about multi-step processes like BODMAS but now talks herself through each step aloud and highlights operations to keep on track; she even created her own "cheat sheet" for revision.

Meanwhile, Tegan in Year 5 recently began asking for extra homework without prompting and completed double the assigned punctuation practice, showing real initiative as well as improvement in editing her own writing.