Year 5 student Sophie focused on converting between mixed numbers and improper fractions, as well as simplifying fractions using hands-on number games.

Year 8 student Annabelle worked through a probability worksheet from school and practised interpreting data by creating graphs from tables.

Meanwhile, Year 10 student Josh reviewed exam questions to identify areas of difficulty and began applying the substitution and elimination methods to solve simultaneous equations.

A Year 8 student repeatedly rushed through multi-step algebra, often skipping over key words in worded questions—"she didn't slow down to check what the question wanted," a tutor noted.

In a Year 4 lesson, another student's times tables recall was slow, as he still relied on calculating each answer instead of quick mental recall.

Meanwhile, a Year 10 student avoided showing full working in maths problems, which made it hard to spot calculation errors and undermined confidence during revision.

After a tiring sports day, one Year 5 student became unfocused and gave up quickly when faced with longer tasks.

During a Hahndorf tutoring session, Jay, a high school student, began to self-correct his own mistakes in division problems—something he previously overlooked. He also showed new resilience when an answer didn't match expectations.

Sophie experienced a breakthrough with equivalent fractions; after struggling last term, she confidently remembered the process and answered most questions without prompting.

Annabelle, in upper primary, demonstrated increased independence by tackling multi-step problem-solving questions herself and explained her reasoning out loud for the first time instead of waiting for hints.