Year 10 student Sophie worked through solving linear simultaneous equations using substitution and revisited circle mensuration with step-by-step diagrams.

For Year 11, Daniel focused on trigonometry—specifically SOH CAH TOA and both the sine and cosine rules—and practiced finding unknown sides in right-angled triangles using calculators.

Meanwhile, Year 12 student Jack tackled proof by contradiction and mathematical induction, applying these logical proofs to algebraic statements drawn from recent classwork.

A Year 11 student working through mathematical induction and negated statements showed ongoing confusion, with a tutor noting "a formal session going over it" was needed—misunderstandings here made subsequent problem-solving slower and more frustrating.

In Year 9, one learner tended to jump to answers in algebra without double-checking or clearly showing working; as the tutor observed, "he skipped showing steps in algebra, which hid sign errors."

Meanwhile, a primary student hesitated to write out solutions for worded fraction problems unless fully confident in the answer. This led to blank responses on tests and missed opportunities for targeted feedback.

A Lake Gardens tutor recently saw a Year 10 student move from hesitating over exponent laws to independently solving equations with non-standard layouts, needing only minimal hints.

In a senior session, another student who previously struggled to form equations on their own began confidently applying the quadratic formula after practicing setting up problems themselves.

Meanwhile, during a primary session, one younger learner shifted from frequent mistakes in array-based fraction exercises to reliably grouping and counting out correct answers—now checking her work methodically by matching dots rather than guessing.