Year 4 student Ben practised word problems involving money, focusing on organising his working out and identifying the key steps in multi-step questions.

Year 7 Hannah worked on algebraic expressions by expanding brackets and solving both one- and two-step equations.

In Year 8, Chloe tackled area and circumference of circles, using practical examples to consolidate her understanding of geometric formulas.

In Year 8, a student often left calculations unchecked and skipped reworking incorrect answers in algebra, as noted: "He needs to slow down with calculations and check answers." This led to repeated sign errors that weren't spotted until much later.

Meanwhile, a Year 10 student avoided attempting unfamiliar measurement questions, sticking only to types practiced in class—so new problem styles caused hesitation during revision sessions.

In Year 4, one learner wrote equations scattered across the page without clear layout; this made it hard for them to track their own working when solving word problems or reviewing mistakes after feedback.

A tutor in Pinkenba noticed Kailyn, a high school student, tackling complex probability questions; after initially hesitating with worded problems, she began identifying key information and recalling formulas much more quickly than before.

Zayn, also in high school, showed a shift from rushing through instructions to slowing down and carefully reading each question—his writing became more detailed after feedback and he edited his own work independently.

In Year 3, Porscha stopped relying on her fingers for times tables; she started using visual strategies like charts and now checks her answers independently against previous sessions' work without prompting.