Year 4 student Ava worked on understanding decimals and completed a diagnostic assessment to target key numeracy skills.

In Year 9, Daniel practiced solving simultaneous equations using both substitution and elimination methods, focusing on revision questions from classwork.

Meanwhile, Year 11 student Mia explored the surface area and volume of spheres and cones through targeted practice for her upcoming exam.

A Year 11 student struggled to keep up with assigned homework, often leaving set problems unfinished—this made it harder for her to feel prepared before upcoming assessments.

In a Year 10 lesson, one student's maths notes were messy and skipped key steps, so when sign errors appeared in algebra, they weren't easy to spot or correct ("she needs to work on signs").

For a younger student in Year 6, reluctance crept in during long-division practice; she grew frustrated and started taking shortcuts on drawings instead of setting out her working fully. That shortfall meant feedback couldn't be used as effectively the next time around.

One Thomastown tutor noticed a big shift in Priya's approach to her maths sessions—she now asks questions when stuck, instead of staying silent, which is a real change from earlier lessons.

In Year 10, Bianca recently began preparing her own set of questions before class and worked through equations independently for the first time using both substitution and elimination methods.

Meanwhile, Sophie (Year 5) showed persistence with her times tables: last week she took her time to double-check each answer and managed all 20 correctly without rushing, a clear improvement from when speed led to careless mistakes.