Year 5 student Pranavi practised adding fractions with different denominators and converting between improper fractions and mixed numbers, using visual models to reinforce the process.

Year 7 student Milly worked on applying angle terminology, including supplementary and complementary angles, as well as revising operations with negative numbers for her test review.

For Year 10 student Harrison, the lesson focused on solving quadratic equations using the null factor law, with step-by-step practice on breaking down each equation.

In Year 9 algebra, a student hesitated to show all working when expanding brackets, which led to confusion about like terms and missed negative signs—she often expressed the answer verbally but struggled to write it on paper.

In Year 7 maths, another student sometimes misplaced digits in multi-step addition (e.g., placing the '3' from 309 in the thousands column), causing repeated calculation errors.

A Year 4 student skipped double-checking decimal placement during division by 1000s, leading to mistakes like moving the decimal only two places instead of three. These moments slowed progress and required extra time to clarify foundational concepts.

A tutor in St Morris noticed Milly, a high school student, has become much more independent with angle classification—she can now work out even tricky reflex angles and solve for unknowns using supplementary and complementary rules after struggling before.

Harrison, also in high school, showed real growth in trigonometry; he started the session needing reminders but was later able to remember ratios and consistently show his working when finding side lengths.

Meanwhile, one younger student who previously hesitated to ask for help is now openly letting her tutor know when she's stuck, making it easier to target explanations.