Year 4 student Claudia worked on addition using the split strategy for larger numbers and began subtraction with tens, including mixed number practice.

Year 9 student Riley focused on simplifying algebraic expressions with index rules and expanded expressions using the distributive law, reinforcing these skills through worked examples.

For Year 10, Lily tackled rational and irrational numbers as well as significant figures and rounding, with some real-world rate calculations to apply these concepts.

Several high school students this week showed process challenges affecting progress. In Year 10 algebra, incomplete homework has become a pattern—one student missed multiple assignments and hesitated to attempt questions independently, especially with worded problems and multi-step equations.

"He tends to try attempting questions in his head before attempting to write it on paper or talk it through aloud," noted a tutor after a trigonometry session; this limited his ability to tackle more complex rearrangements.

In senior years, uncertainty about which formula to use slowed down function transformations and logarithm work. These habits led to repeated revisiting of earlier material rather than moving forward confidently.

In the primary years, one student repeatedly avoided completing set homework on times tables and addition facts, which forced valuable session time to be spent reviewing basics instead of introducing new skills.

Another lost focus toward the end of sessions and became sidetracked when memorising content—moments where her initial engagement faded just as she was consolidating new information.

A tutor in Lake Munmorah noticed a big shift with a Year 9 student who had previously hesitated on algebra word problems; after working through real-life scenarios and using visual graphing strategies, he started tackling these questions more confidently and even expanded expressions faster than before.

In Year 11 maths, another student began remembering trigonometric ratios without prompts—last term he needed reminders every session. This independent recall marked significant progress.

Meanwhile, a younger primary learner surprised her tutor by independently applying the expansion method to times tables she once found tricky, choosing to write equations out herself rather than wait for help.