Year 8 student Zac worked on adding, subtracting, multiplying, and dividing fractions—including mixed and improper forms—practising how to simplify answers and interpret mathematical language like "of" as multiplication.

For Year 9, Emily tackled rearranging formulae to change the subject and substituted values into equations for homework questions.

Meanwhile, Year 10 student Aiden focused on finding unknown angles in right-angled triangles using Pythagoras' theorem and SOHCAHTOA, applying these skills to targeted homework problems.

In Year 8, one student arrived without his notes and workbook—this meant he had no clear guide for exam revision and felt unprepared. "He also left his notes and school work book at school so he didn't have any guidelines for revision."

For a Year 10 session, the absence of a calculator led to delays as questions requiring Pi could not be solved efficiently; as noted, "he mentioned it might be under his bed."

Another Year 9 student tackled trigonometry but skipped writing out steps, which made sign errors harder to spot. In these moments, confidence faltered when resources or process weren't in place.

A tutor in Wagstaffe noticed a big shift with a Year 8 student who, after previously hesitating to speak up, started asking for extra homework and even requested help with challenging school tasks—something he'd never done before.

In a recent high school session, another student who struggled to recall steps in rearranging formulas was able to substitute values independently and check his own work.

Meanwhile, a younger primary student went from needing reminders on clock problems to confidently drawing currency diagrams and tackling worded money questions using strategies she'd practised the week before.