Year 8 student Yillen worked on applying Pythagoras' Theorem to real-life word problems and practiced using area and perimeter formulas for composite shapes, sometimes plotting points on graphs for visual understanding.

Year 9 Chloe focused on trigonometry, specifically using SOHCAHTOA to find unknown sides and angles in right-angled triangles, as well as revising equations involving speed, distance, and time.

Meanwhile, Year 10 Rory reviewed challenging test questions covering compound interest calculations, ratios in financial contexts, and the application of trigonometric rules in exam-style scenarios.

During a recent Year 9 Maths session, distraction became a major barrier—"I had to almost give him 80% of the answers this lesson to try to keep him engaged enough to try." Logging in late and frequent phone use meant less time spent working through problems independently.

In one primary spelling lesson, only minimal written material was produced, making it difficult to provide feedback or track progress on vocabulary goals.

A senior student's reliance on mental calculations during algebra led to skipped steps and recurring sign errors; missing calculators also slowed down work with Pi and trigonometry, especially when devices couldn't be located.

One Point Frederick tutor recently saw a Year 11 student move from feeling lost with Pythagoras' Theorem to explaining the core steps back, unaided, after just one session.

Another high schooler had previously hesitated to ask for help but this week openly requested extra homework and challenged himself with new material—something he never did before.

Meanwhile, a primary student who struggled to break down word problems now works through multi-step multiplication questions independently, carefully showing how she gets each answer without prompting. Last session, she even asked for tougher problems after finishing early.