Year 5 student Viktoria focused on simplifying proper and improper fractions using shared whiteboard examples, and also practised calculating perimeter and area through independent worksheets and revision of missed homework questions.

Year 9 student Lachlan worked on factorising quadratic equations, grouping like terms, and used Desmos to visualise graphs for a better grasp of algebraic relationships between x and y.

Meanwhile, Year 10 student Brandon revised simultaneous equations with X and Y intercepts, explored the quadratic formula, and discussed geometry concepts from recent test material.

In Year 10 mathematics, one student repeatedly lost marks when questions required justification or a specific number of significant figures—he wrote, "solve" when the question demanded "evaluate," which cost him full credit in exam conditions.

In Year 11, illegible handwriting and incomplete working out meant that even correct logic was sometimes not credited: as noted, "handwriting is sometimes illegible—it is unhelpful and often times marked down because the examiner cannot read what you wrote."

Meanwhile, a Year 5 learner's attention drifted during activities, making it difficult to sustain focus for more than ten minutes at a time; this shortened concentration led to tasks being left unfinished.

A tutor in Terrey Hills noticed Brandon, a Year 11 student, who previously relied on hints for trigonometry and surds, now confidently tackles advanced GCSE-level papers independently—even choosing tougher questions without prompting.

In Year 8, Veronica used to overlook key details in word problems but has started highlighting keywords herself, which led her to complete all multiplication worksheets accurately under timed conditions.

Meanwhile, a Year 4 student, Viktoria, who once hesitated with long division, surprised her tutor this week by working through multi-step division questions alone and finishing them before asking for any help.