Year 8 student Chloe worked through formulae and equations, focusing on speed, distance, and time questions from her upcoming test, as well as calculating averages and converting percentages to decimals.

In Year 9, Rory tackled challenging past paper problems involving trigonometry (using SOHCAHTOA), compound interest calculations, and ratio word problems.

Meanwhile, Year 10 student Liv practiced applying index laws—especially powers of fractions and the zero index law—while also working on multiplying and dividing indices.

A Year 10 student often left school materials at home, which limited revision and meant exam preparation was improvised—"he didn't have any guidelines for revision," noted a tutor.

In Year 12, another student required prompting to problem-solve independently in maths; without reminders, progress slowed on surface area questions.

A Year 7 learner repeatedly avoided showing working on paper, preferring mental calculations, leading to missed steps and confusion when checking answers.

Meanwhile, in Year 4 maths, untidy written columns caused simple addition errors that were hard to spot until reviewing together. These habits led to extra time spent fixing basics rather than moving forward.

A tutor in Wyoming noticed a big shift for one Year 11 student who, after initially struggling with trig, spoke up to ask for help and then revisited the topic until he could explain each answer without prompting.

Another recent high school win: Liv, in Year 9, moved from relying on intuitive guesses with index laws to methodically working through powers of fractions—she now double-checks her steps instead of rushing.

In Year 4 maths, Rudy surprised his tutor by inventing his own mnemonic for long division and started checking his work by reversing the calculation before moving on.