Year 4 student Lily worked on converting fractions to decimals and multiplying fractions, as well as tackling Roman numerals up to 50 using practical examples.

Year 8 student Marcus focused on linear equations—writing equations for direct proportional relationships and plotting their graphs—and also practised mean and median calculations with real data sets.

Meanwhile, Year 10 student Sienna addressed financial maths by calculating interest amounts and time periods, alongside revising key trigonometric ratios and applying them to triangles.

A Year 8 student, when tackling algebraic multiplication, often skipped showing steps—"he moved straight to the answer without working," noted one tutor—which led to confusion with signs and lost marks in multi-step questions.

In Year 11, time management during an inequalities lesson proved difficult; running out of time meant not all key concepts were practiced or consolidated.

Meanwhile, a Year 4 learner struggled with messy written work on fractions and tables: calculations were hard to follow, which slowed feedback and made it tricky to spot small errors before they grew into bigger misunderstandings.

One Wadalba tutor noticed a big shift in a Year 11 student who had previously struggled with algebra: after working through simultaneous equations using the substitution method, he could finally pinpoint errors and tackled new problems with much more independence.

Another high schooler, Josh, used to get stuck turning worded questions into equations but can now confidently create graphs to any scale and break down complex surd problems on his own.

In a younger group, one primary student who hesitated with time conversions now draws both clocks accurately without prompts.