Year 7 student Zac worked on all four operations with fractions, including converting between mixed and improper forms and simplifying equations, while also building confidence in using mathematical words within worded problems.

For Year 8, Emily practiced factorising and expanding algebraic expressions, moving from basic to more complex cases.

In Year 9, Ethan focused on interpreting graphs by identifying outliers and analysing data spread and location using real-life examples from recent assignments.

A Year 8 student often left homework incomplete, which meant new concepts in algebra were harder to consolidate—"she did not do her homework set for her last week," one tutor noted, leading to slower progress in lessons.

In a Year 11 session, messy and disorganized graphing led to errors that weren't spotted until later; the working was scattered across the page, making it tough to backtrack.

Meanwhile, a Year 6 student repeatedly avoided writing out steps on paper during division problems, instead trying to solve everything mentally and losing track mid-problem.

These habits created moments where confidence dipped or foundational skills stalled.

A tutor in Kincumber South noticed that one Year 9 student, Zac, who was initially hesitant to speak up, has started voicing his reasoning during problem-solving and now tackles previously tricky fraction questions with much more independence.

In a recent high school session, Zach's understanding of complex graphs improved so much that he began using his calculator efficiently and recognised patterns on his own, something he'd struggled with before.

Meanwhile, Lilly in Year 6 shifted from needing frequent reminders about formatting her maths work to organising her pages neatly and completing most calculations by herself.