Year 5 student Eva practised identifying and comparing fractions with the same denominator using visual groups, and also worked on multiplication facts and odd vs even numbers.

For Year 8, Mia focused on rearranging formulae to change the subject and substituted values into equations for homework questions.

Meanwhile, Year 9 student Liam tackled angles of elevation and depression as well as bearings problems, applying SOHCAHTOA methods to solve for unknowns in right-angled triangles.

A Year 4 student was reminded to always write out working for multi-step calculations—"it's easy to lose track when answers are only done in your head," a tutor noted after addition and multiplication mistakes.

In Year 8, there were struggles converting worded problems into equations, with some reluctance to draw diagrams or break questions down visually; this often led to confusion in bearings and trigonometry tasks.

A Year 11 learner practiced tax calculations but relied heavily on notes, hesitating when formulas weren't immediately available.

When pressured by timed practice, one senior student skipped careful reading of stimulus material, leading to overlooked details and avoidable errors.

A tutor in Little Wobby noticed a big change with one Year 11 student who now arrives to sessions prepared, bringing their own questions about formulas they previously struggled to rearrange—last week, they worked through unknowns independently in right-angle triangles almost entirely on their own.

Meanwhile, a Year 9 student who used to hesitate when asked about converting mixed fractions is now able to switch between forms smoothly and even explains the steps out loud.

At the primary level, a Year 4 learner began identifying larger fractions unaided just by comparing numerators without needing hints.