Year 4 student Sahas worked on division using grouping with visual aids, and also practiced converting mixed fractions to improper fractions.

Year 8 student Luan focused on graphing linear equations by finding gradients and intercepts from algebraic expressions, along with revising how to solve equations involving positive and negative integers.

Meanwhile, Year 9 student Oliver tackled trigonometry for finding missing lengths and angles, as well as reviewing bearings and elevation problems in worded contexts.

Messy written work and lack of neat layout have repeatedly affected accuracy in Years 7–10, especially when working through long division or algebraic expansions—"reminding Ollie to keep calculations neat, and in correct columns to minimise mistakes" was a consistent note.

In Year 8 trigonometry, formula selection sometimes stalled progress until prompted by the tutor.

Several primary and lower secondary students avoided tackling harder worded questions or focused only on familiar times tables, making it difficult to transfer skills to new problem types; for example, one student struggled with converting word problems into equations during algebra revision.

When focus wavered, exercises often went unfinished.

A Lysterfield tutoring session saw one high school student, Ollie, move from making frequent mistakes with algebraic fractions to accurately solving balance method equations after targeted revision—he now checks each step carefully, something he often skipped before.

Another tutor noted that Luan, who previously struggled to focus and hesitated with negative integers, was able to complete all the adding exercises independently using counters and number lines.

For a younger student, Sahas, lessons using iPad visuals have paid off; where he once lost his place during division problems, he now stays engaged and can solve division by 3 and 5 using grouping pictures without reminders.