Year 4 student Oliver focused on long division with remainders and multiplying by 10s, 100s, and 1000s, along with early work on split strategy multiplication.

In Year 8, Mia revised trigonometry concepts such as using the Pythagorean theorem and labelling sides on right-angled triangles, plus practiced finding values for sin, cos, and tan using a calculator.

Meanwhile, Year 9 student Ethan worked through surface area calculations for prisms and cylinders and learned to apply the sine rule in problem-solving contexts.

In Year 9 Mathematics, one student relied heavily on a small booklet of solving techniques during classwork and hesitated to attempt problems without these aids—she needed the booklet open for each multiplication question. This slowed her progress when faced with unfamiliar formats.

In Year 11, revision sessions revealed a pattern: only easier, familiar trigonometry questions were practiced before assessments, leaving gaps in handling multi-step or non-routine problems.

Meanwhile, a Year 4 learner's written working was often hard to follow; numbers would be misaligned in subtraction tasks, making error spotting difficult and leading to confusion when reviewing answers after mistakes.

A tutor in Raceview noticed that Connor, a high school student who used to doubt his ability with complex trigonometry word problems, recently solved several of them on his own and got all his homework answers right—something he hadn't managed before.

Max, also in high school, initially struggled to start trigonometry problems but, after some guidance, picked up the flow and could solve for angles in polygons independently.

In primary sessions, Isla showed new initiative by redoing a previous maths test she'd found difficult and scored significantly higher this time, missing only one question.