Year 8 student Alyssa focused on applying BODMAS to multi-step equations and interpreting worded questions about perimeter, using highlighters and graph paper to break down problems.

Year 10 student Elysia worked on converting fractions to decimals by using division, as well as simplifying complex fractions in line with her TAFE Maths requirements.

Meanwhile, Year 4 student Jai practised skip counting by 3s using outdoor pavers for a visual pattern, and reinforced telling the time on an analogue clock with chalk drawings outside.

In Year 11 TAFE Maths, gaps between Elysia's lessons led to forgotten steps in converting fractions to decimals; "with a month's gap, she had forgotten parts of the process," which meant an hour was spent just revising old ground before moving on.

In Year 7, Alyssa initially struggled with worded questions, often omitting written working—her tutor noted that "writing everything down helped her see mistakes and clarify what the question wanted."

For Treasure (Year 5), quickly guessing on Prodigy or giving up without checking answers resulted in avoidable errors and missed learning moments.

Regular review and visible working proved key across grades.

One Stockwell tutoring session saw a Year 11 student, Elysia, become much more independent in Maths by creating her own step-by-step "cheat sheets" for tricky processes like BODMAS and simplifying fractions—something she used to find overwhelming without reminders.

In Year 8, Alyssa has started double-checking her answers using written notes instead of relying on mental calculations alone; this shift has helped her catch small errors and boosted her accuracy in new algebra topics.

Meanwhile, Tegan (Year 5) now asks for homework and brings classwork to lessons after previously waiting passively for instructions—she even completed double the assigned punctuation practice last week.