Year 7 student Tyler worked on adding and subtracting decimals as well as rounding numbers up and down, using his school maths booklet to prepare for an upcoming grading exam.

In Year 10, Chloe practised calculating compound interest and depreciation in financial mathematics, alongside interpreting bivariate data graphs with a focus on plotting non-linear relationships.

Meanwhile, Erika in Year 11 revised normal distribution concepts—including Z-scores and percentage calculations—before tackling dividend yield problems and applying her skills to past exam-style questions.

In Year 12 Mathematics, a student's study outside lessons was minimal—"not a lot of study being completed outside of school time (approx. 1 hour weekly), and notes not dated"—which led to persistent gaps in Financial Maths and Bivariate Data.

Missed or incomplete homework also slowed progress; as one tutor observed, "he explained it was because of lack in knowledge to complete the questions."

In Year 7 Algebra, another student's maths workbook was described as "a little more organised and tidy but we will work on that for next year," showing how messy layout can hinder reviewing working and tracking errors.

One Waratah tutor recently noticed a Year 12 student who had previously struggled with interpreting complex exam questions now using new strategies like underlining key terms and breaking down prompts, allowing him to complete band 5–6 maths problems almost entirely on his own.

In another session, a high school student who once hesitated to start tasks independently is now attempting and finishing most homework without outside help, even going beyond what was assigned.

Meanwhile, a Year 8 student showed clear improvement by tackling ratio word problems step-by-step out loud—where before she would stay silent when unsure—and successfully solved them solo by the end of the lesson.