Year 6 student Raffy worked on identifying different triangles, finding unknown angles using the **angle sum of triangles**, and applying Pythagoras' theorem to solve for missing sides.

For Year 9, Lauren practised expanding and factorising algebraic expressions as well as tackling **linear and simultaneous equations** through guided problem sets.

Meanwhile, Year 10 student Jack focused on trigonometry by solving for unknown sides and angles using **sine and cosine rules**, incorporating real-world worded problems into practice.

A Year 8 student's maths work was often difficult to follow due to messy, unclear layout; as one tutor observed, "some of his working out was written in a clumsy way, making it hard to understand."

In Year 11, ongoing technical issues and a lack of organization—such as forgetting to charge devices or gather materials before online sessions—meant lesson time was lost troubleshooting rather than learning.

A senior student also showed visible drops in motivation and confidence after missing lessons due to illness, leading her to rely more on tutor prompts instead of attempting questions independently.

One Lynton tutor recently noticed a big shift in a Year 10 student's approach: after struggling to see how algebra connected to real problems, she started using phrases from past lessons out loud and even told her tutor she "enjoys math" for the first time.

Meanwhile, a Year 8 student who used to wait passively now asks clarifying questions as soon as she feels unsure—something she never did before.

And with a younger student, there's been steady progress in independence; last week he completed most review questions independently, after months of needing constant prompting.