Year 5 student Lily worked on multiplying mixed fractions and dividing fractions, using visual aids to clarify each step.

In Year 8, Josh tackled rearranging formulas to make a chosen variable the subject and substituted values into equations for practice with algebraic manipulation.

Meanwhile, Year 9 student Chloe focused on financial maths, including calculating profit and understanding cost price versus selling price as part of her upcoming assessment preparation.

In Year 7, one student found it difficult to consistently show working for trigonometry problems; she often skipped steps when rearranging SOHCAHTOA, making it harder to catch sign errors later.

A Year 9 learner practicing worded algebraic equations hesitated to translate descriptions into equations, sometimes leaving diagrams incomplete or unclear—this meant the core of multi-step questions was missed.

At a senior level, a Year 11 student attempted tax calculation questions but relied on notes rather than memorising formulas, which slowed progress under timed conditions and left gaps when notes weren't available in practice exams.

One Patonga tutor noticed a Year 10 student who used to skip tricky algebra steps now working through each part, even asking for clarification instead of guessing.

In Year 8, a student who often mixed up formulas started bringing prepared questions to sessions and could independently identify which formula to use for composite shape areas.

Meanwhile, a Year 4 learner—who previously hesitated when comparing fractions—recently explained why 3/5 is larger than 2/5 without prompting, showing real reasoning rather than just guessing the answer.