Year 7 student Jack explored measurement concepts and then delved into properties of quadrilaterals and polygons, building early geometry skills.

For Year 8, Stef tackled addition, subtraction, multiplication and division of fractions before moving on to ratios, using step-by-step problem solving.

Meanwhile, Year 9 student Chloe reviewed exponentials in preparation for a test and worked through probability questions with set notation to consolidate understanding.

A Year 8 student repeatedly mixed up area and perimeter formulas, sometimes hesitating to choose the correct method even on straightforward shapes—struggles a bit to distinguish between area and perimeter and which formula to adopt, one tutor noted.

In Year 10, another learner lost marks in tests due to misreading a question and running out of time, with missed steps compounding the issue.

A Year 5 student occasionally guessed answers when unsure, rather than showing working or revisiting class notes, leading to persistent gaps with fractions and times tables. This pattern meant confusion lingered into new topics, creating moments of visible frustration mid-task.

A Langwarrin South tutoring session saw a Year 10 student who had previously hesitated to ask for help now openly checking their understanding on negative numbers, using the number line without prompting.

In Year 8, one student started taking initiative after errors in a test—rather than waiting for correction, they began explaining what went wrong and how to fix it.

Meanwhile, a Year 4 learner who used to rush through maths quietly is now talking aloud through strategies, which helps them catch mistakes before moving on to the next problem.