Year 8 student Christian worked on finding the equation of a parabola through three points using simultaneous and quadratic equations, as well as practising long division.

Year 9 Sophia focused on functions, including term substitution and function notation, along with revision of graphing parabolas and finding their roots by factorising or applying the quadratic formula.

Meanwhile, a Year 6 student tackled fractions and percentages, converting between them and solving word problems that required dividing whole numbers into parts.

A Year 10 student repeatedly left maths notes at school, which made it difficult to refer back to key worked examples—"no book again today" meant the original classwork couldn't be checked or built on in tutoring.

In Year 9 algebra, cramped and messy working led to missed steps in multi-part problems; as one tutor noted, "needs to leave more space to solve problems."

Meanwhile, a primary student struggled with times tables but also lost focus when tired during sessions.

Without materials on hand or clear written processes, students spent time retracing old ground rather than progressing confidently.

A tutor in Kambah noticed a big shift with a Year 9 student who used to get stuck on multi-step algebra problems—now, he talks through his reasoning out loud and lays out his working clearly, which helps him spot mistakes himself.

In Year 11, one student who struggled to link graphs with quadratic equations can now confidently relate each part of the graph to the quadratic formula, showing real independence during revision.

Meanwhile, a Year 5 student has started solving percentage word problems using new strategies and even explains her steps as she goes.