Year 3 student Damir focused on number identification and basic addition and subtraction, also exploring shape identification through hands-on activities.

In Year 7, Willow practised solving algebraic equations and worked through more complex fractions operations, using step-by-step problem breakdowns.

For Year 8, Mira developed her understanding of place value and the order of operations by tackling mixed numerical expressions with guided examples.

In Year 8 mathematics, one student often avoided writing out their working for algebra and fractions, preferring to solve problems in their head. As a tutor noted, "he talks aloud well but loses track of his own thoughts," leading to errors and missed simplifications.

In Year 4, another student regularly left homework incomplete; this meant fewer chances to build confidence with multiplication and division.

Meanwhile, a Year 10 student showed reluctance to attempt unfamiliar graphing tasks unless given physical tools—hesitation here slowed progress when faced with conventionally formatted worksheets during assessment time.

A tutor in Main Ridge recently saw Willow, a Year 8 student, start working through complicated algebra and percentage questions entirely in her head—a big leap from when she'd rely on step-by-step guidance.

Riley, also in high school, now interprets mathematical notation and solves equations with far greater independence; he used to hesitate at multi-step problems but recently completed linear graphing tasks without prompting.

Meanwhile, Gracie (Year 6) followed multi-stage instructions for perimeter and area tasks and managed to resolve tricky addition and subtraction questions after struggling with place value last term.