Year 4 student Summer worked on reading analogue clocks and using number lines to solve addition and subtraction questions.

Year 9 student Rebecca focused on multiplying and dividing like terms in algebra, as well as solving problems involving rates from her recent classwork.

Meanwhile, Year 11 student Joshua tackled trigonometry questions to prepare for his next unit, specifically practising with the sine rule and cosine rule through targeted homework problems.

A Year 11 engineering student relied heavily on school resources and teacher input for assignments, as noted: "he must actively ask and bombard his teachers with questions or ask more for what they expect." This sometimes led to uncertainty when adapting exemplar tasks.

In Year 10 maths, one student skipped writing working steps—"skipped some steps in figuring out the questions presented, which led to some confusion in how to tackle the question"—causing errors that slowed progress.

Meanwhile, a primary student missed homework ("didn't do any more of his homework in the last week"), resulting in less practice with multiplication tables and weaker recall during lessons.

One Little Mountain tutor noticed a Year 11 student who used to hesitate in class now actively asks for help when a maths step doesn't make sense, especially during matrix work—a real shift from quietly guessing before.

Meanwhile, a Year 8 student has started preparing outlines of her assignments ahead of sessions and points out the exact areas she finds tricky, rather than waiting for prompts.

In Year 4, one learner who often rushed through tasks now reads back over her work aloud before handing it in and corrects her own subtraction mistakes without reminders.