Year 5 student Cailyn focused on two-step equations, practising changing the subject to isolate pronumerals and applying operations to both sides.

Year 10 student Daniel worked through questions involving VATs and straight-line value depreciation, as well as revising key financial mathematics definitions.

Meanwhile, Nicholas in Year 11 concentrated on trigonometry, especially solving for unknown sides using SOHCAHTOA with the unknown in the denominator, and reviewed related right-angle triangle problems.

A Year 3 student repeatedly guessed answers in maths rather than showing working or asking for help, especially during multiplication and division.

When unsure, she resisted reading questions aloud and became frustrated if prompted to explain her process—one tutor noted, "she wouldn't listen when I tried to clarify a concept."

In Year 10 algebra sessions, another student kept calculator work internal and rarely wrote out steps; as a result, sign errors went unnoticed until review.

For senior students tackling HSC topics like direct variation or trigonometry, incomplete memorisation of key formulas led to slow progress and confusion under time pressure.

A tutor in Wongawilli noticed one Year 11 student who previously avoided asking questions now actively requests more challenging HSC algebra problems and works through them with increasing independence.

In another high school session, a Year 9 student who struggled to recall formulae for area has started bringing her own notes and uses them to substitute values confidently during lessons.

Meanwhile, a Year 4 learner who once hesitated to tackle subtraction now feels accomplished after mastering the method, willingly choosing tougher problems without prompting—she finished last week's set by solving three new worded questions on her own.