Year 4 student Sophie worked on multiplying and dividing large numbers, practiced simplifying and converting fractions between mixed numbers and improper forms, and explored area, perimeter, and profit/loss using real-world scenarios.

Year 5 Annabelle focused on creating graphs from tables and interpreting data, as well as completing probability worksheets aligned with her school curriculum.

Sydney in Year 4 strengthened her multiplication skills through targeted worksheets, built confidence with division strategies, and developed understanding of fraction equivalence using visual aids like number lines.

A Year 8 student repeatedly rushed through maths questions without reading them fully, which led to calculation errors and confusion about what was being asked—"she kept trying to rush the answers and is therefore making silly mistakes."

In a Year 5 session, confidence wavered during fraction work; frequent requests for reassurance slowed progress and made independent problem-solving harder.

During a senior lesson on enlargement in geometry, one student insisted she understood but could not show working when prompted.

Tiredness after sports or school events often left students unable to focus or unwilling to attempt challenging problems, especially with multi-step tasks.

One Totness tutor noticed that Jay, a high school student, has started catching his own mistakes during division tasks and now actively corrects them on the spot—last term he'd often wait for prompts before trying to fix errors.

Annabelle, also in high school, recently showed more initiative by tackling percentage problems independently; she was able to break down multi-step questions without waiting for hints.

Meanwhile, in a recent primary session, Sophie managed to move past her earlier habit of second-guessing herself and read through tricky worded maths questions aloud before confidently choosing which operation to use.