Year 7 student Claudia worked on manipulating equations with multiple variables and explored the properties of similar triangles using visual aids.

In Year 9, Jack focused on reviewing indices and algebraic expansions from his Term 1 test before moving into advanced equation manipulation strategies.

Meanwhile, Year 4 student Nina practiced addition with larger numbers using the split strategy and was introduced to subtracting tens from three-digit numbers, reinforcing her mental maths skills.

In Year 8 algebra, one student avoided showing working when simplifying fractions with unknowns—"she skipped writing steps, so small errors weren't spotted until answers didn't match," as noted in the session.

In Year 10, confidence dips led to hesitation on times tables and factorisation questions; being put on the spot resulted in freezing up despite clear understanding.

A Year 5 student's workbook layout was often messy during fraction addition, making it difficult to review or self-correct later.

Missed or incomplete homework in Years 4 and 9 meant class time had to be spent revisiting unfinished basics instead of progressing.

One Mandalong tutor noted a high school student who, after struggling with similar triangles, now works through unknown side problems independently and checks her process without prompting.

Another secondary student had previously hesitated to tackle worded algebra questions but is now using balancing techniques confidently, asking for clarification only when truly stuck rather than guessing.

Meanwhile, a Year 3 student who once waited for help with times tables has begun using the expansion method on her own initiative and recently solved shuffled multiplication cards without pause or assistance.