Year 8 student Bronte focused on trigonometry, including solving worded problems and applying Pythagoras' Theorem in 3D contexts like finding the longest pole that fits inside a rectangular prism.

Year 10 student Cohen worked on sketching and transforming quadratic graphs (translations up/down or left/right), as well as identifying key features of exponential graphs.

Meanwhile, Year 12 student Andrew reviewed exponentials and logarithms, practicing algebraic solutions to equations involving these functions ahead of his test.

A Year 11 student recently left several worksheets unfinished for school homework, which led to gaps in understanding two-way tables and Venn diagrams—"worksheets 2–4 from class were uncompleted," as a tutor noted.

In Year 8 maths, one student had only written a single page of notes across three lessons, resulting in most of a practice test being unattempted and unfamiliarity with core content like the five-number summary.

For Year 2 maths, Astrid sometimes overthinks basic subtraction (such as 7 – 1), slowing her down on timed activities and leaving less energy for multi-step problems later in the lesson.

A tutor in Stirling noticed that a Year 9 student, after previously rushing through tests and missing key steps, has started using "talking aloud" and backchecking strategies—now catching more of his own errors before submitting work.

In a recent session with a senior high school student, the tutor observed her independently completing all calculations for an assignment ahead of time, something she'd struggled to organise on her own just weeks earlier.

Meanwhile, a younger student who once relied heavily on setup help can now solve column addition unaided and subtraction problems up to three digits almost entirely by herself.