Year 9 student Emily focused on solving equations with brackets and pronumerals on both sides, and also worked through problems involving area, perimeter, and volume using her past test.

In Year 10, Liam practiced surds—including applications of surds in algebraic expressions—and tackled scientific notation and significant figures in preparation for an upcoming assessment.

For Year 11, Adeel revised financial maths by calculating simple interest and GST amounts, then moved onto algebra techniques such as factorising quadratic expressions.

In Year 8, a student often left working out unstated in ratio and "Best Buys" problems—one tutor noted, "show more working out in answers," as missing steps made it hard to identify where understanding broke down.

For Year 11 financial maths, skipping the step of writing down given information or not highlighting key details led to errors in multi-step investment questions.

Meanwhile, a senior preparing for HSC found organization an obstacle: homework on networks and statistics was sometimes incomplete, limiting timely feedback before exams.

In each case, gaps in process slowed progress when tackling harder tasks or test revision.

A tutor in Jamberoo noticed a Year 10 student who used to skip showing her steps now carefully sets out her working, especially when simplifying ratios—a big shift from her earlier guesswork.

In a recent high school session, one senior student worked through several questions independently after previously needing step-by-step prompting.

Meanwhile, a Year 6 student who'd often hesitate before answering maths problems has started tackling area and volume questions quickly and without waiting for reassurance, even finishing all practice tasks on her own this week.