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/* Subjects: Mathematics (Maths)
/* Author says:
/* "Common Core State Standard Grade 6 Math."
COMMENTS: --saved with no name?
1=#N showed a profound understanding of rational numbers and absolute value. #E was able to show that absolute value is not just a positive number, but is also a distance. #E can masterfully extract distances from the coordinate plane and #h understanding of its relationship to absolute value.
2=#N showed a clear understanding of rational numbers and absolute value. #E was able to show that absolute value is a positive number, and can be a distance. #E can extract distances from the coordinate plane and show #h understanding of its relationship to absolute value.
3=#N showed a basic understanding of rational numbers and absolute value. #E was able to show that absolute value is a positive number, but had trouble explaining its relation to distance. #E can count distances from the coordinate plane. #E is encouraged to practice graphing on the coordinate plane.
COMMENTS: Absolute Value/Number Line
1=#N showed a profound understanding of rational numbers and absolute value. #E was able to show that absolute value is not just a positive number, but is also a distance. #E can masterfully extract distances from the coordinate plane and #h understanding of its relationship to absolute value.
2=#N showed a clear understanding of rational numbers and absolute value. #E was able to show that absolute value is a positive number, and can be a distance. #E can extract distances from the coordinate plane and show #h understanding of its relationship to absolute value.
3=#N showed a basic understanding of rational numbers and absolute value. #E was able to show that absolute value is a positive number, but had trouble explaining its relation to distance. #E can count distances from the coordinate plane. #E is encouraged to practice graphing on the coordinate plane.
COMMENTS: Absolute Value/Number Line/Coordinate Plane
1=#N showed a profound understanding of rational numbers and absolute value. #E was able to show that absolute value is not just a positive number, but is also a distance. #E can masterfully extract distances from the coordinate plane and #h understanding of its relationship to absolute value.
2=#N showed a clear understanding of rational numbers and absolute value. #E was able to show that absolute value is a positive number, and can be a distance. #E can extract distances from the coordinate plane and show #h understanding of its relationship to absolute value.
3=#N showed a basic understanding of rational numbers and absolute value. #E was able to show that absolute value is a positive number, but had trouble explaining its relation to distance. #E can count distances from the coordinate plane. #E is encouraged to practice graphing on the coordinate plane.
COMMENTS: Decimal/Fraction operations
1=#N showed a mastery of decimal and fraction operations. #E was able to multiply and divide rational numbers in decimal and fraction notation fluently and accurately.
2=#N showed a clear understanding of decimal and fraction operations. #E was able to multiply and divide rational numbers in decimal and fraction notation with the required skills and accuracy.
3=#N showed an introductory level of understanding of decimal and fraction operations. #E was able to multiply and divide rational numbers in decimal and fraction notation with some accuracy.
COMMENTS: Decimals
1=#N was able to fluently divide multi-digit numbers using the standard algorithm. #E extended #h skills to expertly perform multi-digit decimal operations using the standard algorithm for each operation.
2=#N was able to divide multi-digit numbers using the standard algorithm most of the time. #E could capably perform multi-digit decimal operations using the standard algorithm.
3=#N was sometimes able to divide multi-digit numbers using the standard algorithm. #E needs more practice performing multi-digit decimal operations.
4=#N needs a significant amount of practice dividing multi-digit numbers using the standard algorithm. #E could not perform multi-digit decimal operations.
COMMENTS: Exponents/Order of Ops/GCF/LCM
1=#N could easily find the greatest common factor and least common multiple of two or more numbers. #E also showed a high level of understanding of exponents and order of operations.
2=#N could usually find the greatest common factor and least common multiple of two or more numbers. #E also showed a grade-level understanding of exponents and order of operations.
3=#N struggled to find the greatest common factor and least common multiple of two or more numbers. #E would also benefit from more practice with exponents and order of operations.
COMMENTS: Expressions and Equations
1=#N can expertly identify parts of an expression such as sum, term, product, factor, quotient, and coefficient. #E can astutely write and solve equations.
2=#N can successfully identify parts of an expression such as sum, term, product, factor, quotient, and coefficient. #E can effectively write and solve equations.
3=#N can sometimes identify parts of an expression such as sum, term, product, factor, quotient, and coefficient. #E needs practice writing and solving equations.
COMMENTS: Fractions
1=#N was able to perform basic fraction division using the standard algorithm. #E struggled to show that understanding using visual models.
2=#N was able to apply the standard algorithm to fraction operations and #e struggled to show #h understanding with visual models.
3=#N was able to perform fraction division using the standard algorithm and showed a basic understanding using visual models.
4=#N was able to perform fraction division using the standard algorithm. #E struggled to show that understanding using visual models.
5=#N was able to fluently and accurately perform fraction division and show #h understanding using visual models.
COMMENTS: Geometry- 3D Nets and Surface Area
1=#N can expertly identify and draw three-dimensional figures using nets made up of triangles and rectangles.
2=#N can adequately identify and draw three-dimensional figures using nets made up of triangles and rectangles.
3=#N struggled to identify and draw three-dimensional figures using nets made up of triangles and rectangles.
4=#N can draw polygons in the coordinate plane and use coordinates to measure the perimeter and surface area of 3-D shapes.
5=#N can draw polygons in the coordinate plane and use coordinates to measure the perimeter and surface area of 3-D shapes most of the time.
6=#N struggled to draw polygons in the coordinate plane and use coordinates to measure the perimeter and surface area of 3-D shapes.
COMMENTS: Geometry- Volume
1=#N showed a masterful understanding of volume in right rectangular prisms in a variety of ways.
2=#N showed a satisfactory understanding of volume in right rectangular prisms.
3=#N struggled to show an understanding of volume in right rectangular prisms.
COMMENTS: Geometry-area and perimeter
1=#N demonstrated a clear understanding of area and perimeter.
2=#N demonstrated a satisfactory understanding of area and perimeter.
3=#N sometimes showed an understanding of area and perimeter.
4=#N can find the area of triangles, and masterly used the area formula of a triangle to find the area of other quadrilaterals and polygons.
5=#N can sometimes find the area of triangles, and sometimes used the area formula of a triangle to find the area of other quadrilaterals and polygons too.
6=#N struggled to find the area of triangles and struggled to use the area formula of a triangle to find the area of other quadrilaterals and polygons too.
COMMENTS: Graphing Coordinate Plane
1=#N was able to graph points on the coordinate plane and use the distance formula to find the distance between points. #E could extract data from a graph and use it to make inferences. #E showed an advanced and in depth understanding of graphing.
2=#N was able to graph points on the coordinate plane most of the time and count the distance between points. #E could make basic inferences from data given on a graph, showing a basic understanding of graphing.
3=#N had difficulty graphing points on the coordinate plane and the distance between two points. #E had difficulty making inferences from data given on a graph showing an introductory level of understanding of graphing.
COMMENTS: Homework
1=#N produced high-quality work and consistently worked hard on in-class activities and homework.
2=#N worked hard in class and when focused and produced high quality work. #E typically turned in work on time and was an organized student.
3=#N was sometimes distracted in class and would benefit from better organizing #h supplies and work. #E struggled to complete assignments and turn them in on time.
COMMENTS: In Order To Improve
1=In order to continue improving, #N is encouraged to check all #h work against the rubrics provided.
2=In order to improve, #N is encouraged to advocate for #s and attend tutorial sessions.
3=#N has worked hard throughout the semester. In order to continue improving, #e should continue to seek feedback.
4=In order to improve, #N is encouraged to attend to accuracy and precision and check #h work.
5=In order to improve, #N is encouraged to seek assistance when needed.
6=In order to improve, #N is encouraged to continue to develop confidence in problem-solving abilities by attempting to solve problems first before seeking assistance.
7=In order to improve, #N is encouraged to take all opportunities to make corrections to misunderstandings including missing class work and ask for help as soon as difficulties arise.
8=In order to improve, #N is encouraged to concentrate on the organization and structure of solutions to problems and continue to strive to maintain a high level of performance.
9=In order to improve, #N is encouraged to maintain the outstanding work ethic and focus in the classroom and check more thoroughly for small errors before handing in work or assessments.
COMMENTS: Intro Semester 2
1=This semester in Mathematics, #N further developed an understanding of the shapes and structures that build our modern world and was introduced to ratios, algebraic thinking, statistics, and data displays.
2=This semester in Mathematics, #N further developed an understanding of real-world mathematics and was introduced to geometry, ratios, algebra, and statistics.
3=This semester #N further developed an understanding of real-world mathematics by unraveling and inspecting the fibers that hold our modern mathematical world together.
COMMENTS: Intro Sentence
1=This semester in Mathematics, #N explored the boundaries of our mathematical universe. #E built upon an understanding of rational number operations and learned about the coordinate plane.
2=This semester in Mathematics, #N developed an understanding of the mathematical universe using various models and algorithms to show #h thinking.
COMMENTS: Language/EAL
1=#N is developing a mathematical vocabulary and needs more practice with word problems.
2=#N has a limited mathematical vocabulary and would benefit from more practice using mathematical terms in everyday conversations.
3=#N is working hard to develop a robust mathematical vocabulary. #E showed a steady improvement throughout the semester with #h mathematical language skills.
4=#N is steadily improving in developing a mathematical vocabulary and should continue to see success as the year progresses.
COMMENTS: Particulars
1=As a confident learner, #N continues to rush through some tasks and needs to remember that it is important to set appropriate goals toward completing #h work to the best of #h ability.
2=#N is encouraged to take initiative to focus independently during all learning experiences.
3=With prompting, #N can redirect #h focus on learning and is working on building this important learning skill to an independent level.
4=During group work activities, #N is reminded to be an active, rather than passive, participant.
5=As an inquirer, #N is very inquisitive and loves to pose questions, but is learning to connect questions to the concepts being discussed in class.
6=#E has developed strong friendships with classmates and is encouraged to be open-mind with all interactions.
7=#N is working toward presuming positive intentions of #h peers #e does not consider friends, as well as paying attention to #h tone of voice and concentration levels in order to address classmates in a respectful way.
8=#N is very assertive during group activities when sharing #h viewpoints; #e is often encouraged to try to remain open to and value the ideas of others.
9=#N is social and has a large circle of friends, and can be distracted while listening to whole class instruction. #E also enjoys sharing #h thoughts and ideas with others, which often makes it difficult for #m to remain on task.
10=With support, #N is becoming a self-directed learner who knows and understands the criteria of #h ideal learning environment.
11=#N is often searching for a correct answer and the acknowledgment of a task completed correctly, but #e is learning about the importance of gaining confidence and independence through risk-taking and trial and error.
12=As an inquirer, #N can become frustrated when a conclusion is not reached immediately, but is building #h patience daily.
13=#N is learning how to develop meaningful reflections with #h mathematical thinking and allowing observations of patterns to take #h deeper into understanding a concept.
14=#N often learns best through repetition and reminders when completing a multi-step mathematical concept.
15=#N is encouraged to trust #h thoughts and become more self-directed with #h learning.
COMMENTS: Ratios and Rates
1=#N was highly successful in making ratios relating quantities, finding missing ratios in tables, and plotting pairs of values on the coordinate plane.
2=#N was effective in making ratios relating quantities, finding missing ratios in tables, and plotting pairs of values on the coordinate plane.
3=#N is learning how to make ratios relating quantities, finding missing ratios in tables, and plotting pairs of values on the coordinate plane.
COMMENTS: Sample intro sentences
1=#N is an outstanding student who has worked very hard throughout the #Time-period and I expect #m to do well in #h exams next year.
2=#N has had a mixed #Time-period but there are signs of improvement in #h behaviour of late. If #e continues like this #e has a good chance of reaching #h target grade.
3=After a difficult start #N has done some excellent work and is now back on target. A very pleasing #Time-period. Well done #N!
4=#N is a polite and friendly member of the class. #E always works hard though sometimes struggles with the concepts taught. A good steady performance throughout the #Time-period. Well done.
5=Overall #N has worked very well but there are a few issues with #h time-keeping and homework that #e needs to address.
6=#N has been working on the Environmental Issues module throughout the #Time-period. #E seems to enjoy this topic and has made very pleasing progress.
COMMENTS: Sample project-work sentences
1=#E has worked hard this year on all of #h projects but I was especially impressed with the high-quality of #h #Science-topics assignment.
2=Project-work has been done to a minimum standard and is often handed in late. To improve #e needs to #How-to-improve.
3=Although #h #Science-topics project-work was satisfactory, I do expect #m to do more background research next time.
4=#H project-work is always excellent as demonstrated in #h #Science-topics assignment. We were all very impressed with #h creative and entertaining website designs which were an inspiration to the class.
5=#E often misses deadlines and #h project-work has varied considerably, however #h highly-imaginative #Science-topics project was excellent. It was displayed in reception at the School Open Day. An excellent achievement #N.
COMMENTS: Sample summing-up sentences
1=#N always tries #h best and has achieved a well-deserved Level #? overall. An excellent performance, keep it up!
2=#N has reached Level #?. This was #h target and #e should be proud of #s. To ensure #e keeps this up next year #e should #How-to-improve.
3=#N has achieved a Level #? overall. #E often works below #h best and with a little more effort #e could easily reach Level #?. To improve #e should #How-to-improve.
4=#N has not had the best of starts this year and is still working at Level #?. #E rarely completes #h work on time. To achieve more next year #e needs to #How-to-improve.
COMMENTS: Statistics
1=#N is an expert at identifying a statistical problem, collecting data, and calculating a data set's mean, median, and mode. #E can swiftly display data graphically.
2=#N is proficient at identifying a statistical problem, collecting data, and calculating a data set's mean, median, and mode. #E can effectively display data graphically.
3=#N is developing at identifying a statistical problem, collecting data, and calculating a data set's mean, median, and mode. #E is working on displaying data graphically.
LIST: How-to-improve
1=focus more in the lessons
2=put more time aside for homework
3=try not to chat during lessons
4=do more project research on the internet
5=develop #h computer skills
6=pay more attention to instructions
LIST: Science-topics
1=Heating and Cooling
2=Light and Sound
3=Exploring Magnetism
4=Changing Earth
LIST: Time-period
1=year
2=semester
3=1st semester
4=2nd semester
5=3rd semester
6=4th semester
7=term
8=1st term
9=2nd term
10=3rd term
11=4th term
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