Year 4 student Jai explored fractions by sharing real-life items like pizza, and practised skip counting by 3s and 6s using pavers outside.

In Year 8, Alyssa worked on comparing and simplifying fractions as well as tackling worded perimeter questions from her Maths Pathways modules.

Elysia, studying for a TAFE course (Year 10 equivalent), focused on long division strategies—such as talking through steps aloud—and reviewed BODMAS rules using graph paper to clarify each stage of calculation.

A Year 11 TAFE student found it difficult to retain processes for converting fractions to decimals and simplifying fractions when there were long gaps between lessons; "with a month's gap, she had forgotten parts of the process," which meant an entire lesson was spent reviewing rather than progressing.

In Year 8 Maths, one student sometimes hesitated to write working out or guessed answers on Prodigy instead of checking steps—leading to mistakes in perimeter and worded problems.

For Year 3–4, motivation dipped after school, and missing materials led to cancelled science activities. These lapses resulted in lost momentum or incomplete coverage of new concepts.

A tutor in Vine Vale recently saw some real breakthroughs. One high school student who used to rush through maths problems is now writing out each step and checking her work, which has made her answers much more accurate, especially when tackling tricky algebra and fractions.

Another older student had always struggled with worded questions in maths but has started using written "cheat sheets" and visual highlights to break down the steps—she even told the tutor this new approach "takes away the anxiety."

Meanwhile, a Year 4 student who once hesitated to ask for help now confidently signals when she needs clarification and takes pride in showing her mum how she skip-counts by threes while walking outside.