Year 7 student Greta worked on negative numbers and like terms, including simplifying expressions such as 7x - 12x - 5x, and used number lines to reinforce addition and subtraction with negatives.

Year 10 student Sophie practiced trigonometry by labelling sides of right-angled triangles, writing sine, cosine, and tangent ratios, using the calculator for unknowns, and rearranging equations to solve for x.

For Year 11, Daniel revised domain and range of functions along with graphing linear inequalities using worked examples and practice questions.

A Year 10 student was noted to "jump into answers before fully understanding the question," which led to avoidable errors in algebra and rearranging equations—especially when isolating variables.

In senior maths, one student did not double-check answers or review layout, so sign mistakes in simultaneous equations went unnoticed, costing marks.

A Year 7 learner hesitated to show written working out of fear of making mistakes, often erasing steps rather than clarifying thinking on paper; this slowed progress during fraction tasks.

For a Year 11 physics topic, failing to convert units properly left gaps in multi-step calculations that couldn't be spotted until too late.

One Scotsburn tutor noticed a Year 10 student who used to get stuck choosing the right trigonometric ratio is now confidently labelling triangle sides and deciding between sin, cos, or tan without hesitation.

Another high schooler, previously reliant on prompts for forming equations, can now set up quadratic problems mostly independently and applies the quadratic formula independently once the equation is ready.

In a younger session, a primary student who initially made frequent errors finding fractions of arrays started grouping dots methodically and correctly identified equivalent fractions by counting rather than guessing—finishing the last few exercises with barely any mistakes.