Year 4 student Sophie focused on simplifying and working with equivalent fractions, as well as reading scales and tackling worded maths problems from her homework.

Year 9 student Marcus worked through Pythagoras' Theorem and SOH CAH TOA for right-angled triangles, along with area calculations for composite shapes, using diagrams to visualise solutions.

Meanwhile, Year 11 student Ava practiced graphing polynomials and explored polynomial factorisation methods in preparation for upcoming classwork.

A Year 11 student in maths sometimes left his written solutions messy, making it hard to follow his logic—his layout of solutions can be convoluted and confusing, as one tutor observed. This led to mistakes being overlooked until much later.

In algebra and trigonometry, he often needed equation prompts or reminders on concepts already covered; when revising polynomial division, incomplete homework slowed improvement.

Meanwhile, a Year 4 student lost focus easily when tired and resisted finishing homework without prompting; her confusion about the decimal for 1/4 lingered because she avoided reviewing fractions independently after lessons.

One Mount Barker Junction tutor noticed a Year 11 student who used to hesitate with algebra now breaking down complex questions on his own and applying new methods after only minimal guidance.

In a recent high school session, another student remembered tricky algebraic techniques from the previous week and was able to complete challenging problems that had previously caused frustration.

Meanwhile, a primary student showed real initiative by preparing her own revision "cheat sheet" before the lesson started, something she'd never done unprompted before.