I like to use a starting point of a question the student has seen and struggled with, and begin by working through and explaining the steps as I work through them. After doing an example, I create similar questions for the student to work on, providing guidance where needed.

From my experience of facing curriculum questions and knowing the sorts of ways the question might be presented, I continue to provide further similar questions to ensure the student has understood the steps and would be able to recognise potential slip-ups if they are worded differently or require different steps.

After teaching the steps, I ask questions about how much they were understood and whether an alternative method preferred by the student would also work and reach the same answer. I believe that all students have their own way of approaching the steps and encourage them to use any way to get the correct answer after ensuring them their process is not flawed.