Year 4 student Ella practiced multiplication tables up to x12 and worked on larger addition equations, also briefly touching on perimeter.

In Year 10, Taylor focused on algebraic techniques like expanding and rearranging equations, as well as coordinate geometry skills such as calculating distances using the distance formula and sketching linear graphs.

Meanwhile, Year 12 student Jakob reviewed financial mathematics topics including annuities and loan repayments through targeted practice questions, alongside data analysis tasks involving least squares regression and interpreting box plots.

A Year 11 student preparing for a maths test was urged to "revise without notes," but relied on aids when tackling annuities and loan repayment problems, limiting recall under pressure.

In Year 9, a tutor noted confusion with rearranging equations: "he gets stuck simplifying, especially with signs (+,-)," which slowed progress during simultaneous equation drills.

Meanwhile, a primary student continued to count on fingers for addition despite repeated practice sessions; this habit made multi-step calculations harder as question complexity increased.

In each case, these process obstacles led to time lost reworking errors instead of moving confidently onto new material.

A Karragarra Island tutoring session saw a Year 11 student begin writing out their working for maths problems, shifting from doing calculations mentally to showing steps on paper—a crucial change for partial marks in exams.

Another high schooler who previously hesitated to pick challenging questions started selecting harder problems themselves and worked through them with less prompting.

Meanwhile, a Year 3 student who relied on counting with fingers is now completing single-digit addition more quickly and independently. One lesson ended with her confidently solving double- and single-digit sums without waiting for the tutor's help.