Year 8 student Alyssa worked on applying BODMAS to multi-step problems and practised solving worded questions involving area and algebraic expressions, using highlighting to break down each part.

Year 10 student Elysia focused on long division strategies with self-checking methods, then connected these skills to converting fractions into decimals for her TAFE coursework.

Meanwhile, Year 5 student Jai explored skip counting by 3s using outdoor activities like walking along brick pavers and also practised telling the time on an analogue clock through hands-on games.

Gaps between lessons have disrupted Elysia's progress in her TAFE Maths course; as a tutor noted, "with a month's gap, she had forgotten parts of converting fractions to decimals and needed a full hour just to review."

She also struggles with independent practice—outside sessions, numbers can feel "jumbled," making retention difficult without regular reinforcement.

In Year 9 Maths, Alyssa occasionally skips writing out working when rushing through worded questions, which leads to misreading or missing key details; when she slows down and underlines information, accuracy improves.

For Treasure (Year 5), guessing answers on Prodigy without careful checking caused repeated errors that slowed confidence-building.

A tutor in Stone Well recently saw some great breakthroughs. One high school student, Elysia, used to feel overwhelmed by multi-step Maths processes but now guides herself through BODMAS and division questions out loud, using highlighting and written steps she developed herself—something she never did before.

Another older student, Alyssa, who would rush answers in her head and miss details, has started carefully writing out every step when working with fractions and algebraic expressions; this shift has noticeably improved her accuracy.

Meanwhile, Tegan in Year 6 showed new independence by doubling the amount of homework assigned for punctuation practice and catching more errors on her own.