Year 5 student Cailyn worked on adding and subtracting fractions, along with simplifying them using the lowest common multiple, and practised recognising like terms in basic algebraic expressions.

In Year 9, Daniel focused on operations with fractions—covering multiplication and addition—before moving into expanding algebraic expressions with coefficients and pronumerals.

For Year 10, Nicholas tackled financial mathematics concepts including simple interest calculations and deposits, while also practising strategies for tax instalment problems.

A Year 8 student often resisted writing out working or reading questions aloud when unsure, which led to confusion and missed steps in algebra problems—"wouldn't read the question out loud to me when I asked."

In Year 11, one student avoided using their calculator when stuck on fraction operations, causing frustration with reciprocals.

Another senior struggled to remember area formulas and unit conversions; forgetting these basics slowed progress in multi-step problems.

A younger student's refusal to engage ("reluctant attitude often makes me difficult to continue teaching") meant key arithmetic like times tables remained shaky, making every new concept feel overwhelming.

One Huntley tutor noticed a real shift in Daniel, a high school student who used to need prompting to check his work—now he redoes questions independently on tax instalments without being asked, aiming for reliability each time.

Chelsea, also in high school, recently managed to apply index laws confidently across different types of problems after previously hesitating when new rules were introduced.

Meanwhile, Mia in Year 4 was initially frustrated by subtraction but, after solving a tricky problem successfully, she started attempting more questions on her own and now asks for harder ones at the end of each session.