Year 6 student Mia worked on percentage word problems and practiced converting between decimals, fractions, and percentages for real-life scenarios.

In Year 9, Daniel focused on solving and graphing linear equations as well as exploring how to shift quadratic graphs up, down, or sideways using graph sketches.

Meanwhile, Year 10 student Sophie tackled trigonometry applications with the Sine Rule in word problems and reviewed algebraic fractions involving addition, subtraction, multiplication, and division.

In Year 9, messy written work during algebra and equation tasks led to confusion when transferring answers between lines—"he mistook a 36 for 30 after rewriting the 6 to look more like a 0," one tutor observed.

In Year 11 trigonometry, over-reliance on calculators meant basic division (e.g., dividing by 2 or 5) was avoided, making mental arithmetic weaker and slowing problem-solving in class.

For Year 7 probability, homework was sometimes incomplete; this left gaps in understanding multiplication of brackets.

After setbacks in test settings, hesitation increased and confidence dropped—often waiting for reassurance before attempting harder questions.

In one high school session, Remy—who previously felt anxious about linear equations—chose to tackle them first and, despite early frustration, began asking thoughtful questions about their purpose as she worked through the problems.

Meanwhile, Niru made a notable shift by independently testing out his own strategy for solving a maths problem instead of relying solely on the tutor's guidance—a big step towards self-driven learning.

With a younger student, strategies for converting between fractions, decimals, and percentages finally clicked after several lessons; he started recognising when simplifying would earn extra marks and applied it without prompting.