Year 4 student Jamie practised 3-digit by 1-digit division and worked on identifying proper and improper fractions.

For Year 7, Milly focused on converting between improper fractions and mixed numbers as well as reviewing multiplication of decimal numbers through homework tasks.

Meanwhile, Year 10 student Zoe tackled trigonometry problems involving angle of elevation and depression, plus practiced converting between degrees and DMS (degrees, minutes, seconds) for accuracy in her calculations.

A Year 8 student struggled to keep written calculations neat during long division, which led to mixing up which numbers to multiply with or divide by in each step, as one tutor noted.

In Year 10, anxiety after missing school made it difficult for another student to focus on diagrams in geometry—errors crept in when transferring information from questions.

A senior student revising for exams relied heavily on a formula sheet but hesitated to write out full solutions; this reluctance slowed improvement and left mistakes unchecked during practice papers.

Each scenario saw time lost reworking basics instead of advancing skills.

A tutor in Steiglitz recently noticed a big shift with a Year 9 student who, after weeks of missing small errors, now double-checks her division steps and sometimes catches mistakes herself before moving on.

Another high schooler in Year 10 was able to break down complex area problems using formulas and could explain her reasoning out loud—something she used to avoid for fear of making mistakes.

Meanwhile, a younger student surprised his tutor by finishing all ten multiplication table questions correctly and without needing reminders to slow down or check his answers.