Year 6 student Chloe worked on converting between fractions, decimals, and percentages as well as solving worded problems involving percentage discounts.

Year 8 student Olivia focused on strategies for finding the lowest common multiple (LCM) and greatest common factor (GCF) using factor trees, alongside practicing adding and multiplying fractions with different denominators.

Meanwhile, Year 9 student James reviewed probability concepts such as mean, median, mode, and completed questions involving tree diagrams and stem-and-leaf plots to interpret data sets.

In Year 5 maths, Tiana often struggled to interpret worded questions and sometimes completed only part of a task before moving on—"she would understand the concept was LCM, but not how many times it occurred in a minute."

Written work could be neater to support later review.

Across several sessions, she made repeated mistakes in GCF questions by forgetting to use the prime factor tree method, showing a reliance on familiar routines rather than adapting when needed.

In English writing tasks, time management issues led her to leave essays unfinished or missing conclusions.

Missing or incomplete homework further limited opportunities for feedback and progress.

One Rossmoyne tutor noticed a Year 9 student who used to make frequent errors with greatest common factor questions now applying the taught algorithm consistently—she completed all problems this week without careless mistakes.

In Year 7, another student who previously hesitated to ask for help started taking initiative by using last week's fraction strategies independently, managing to add mixed and improper fractions on her own.

Meanwhile, a primary school learner who struggled with weekly spelling tests reduced her mistakes from twelve down to just two after acting on feedback and revising more intentionally at home.