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/* Subjects: Mathematics (Maths)
COMMENTS: 1 Begin
1=#N has been a quiet member of group. #E participated by answering questions when asked.
2=#N has remained to be an active and a cooperative member of the group. #E has generously shared ideas and strategies with #h peers.
3=#N has been a responsible and inquisitive learner. #E has performed particularly well in the most recent assessments on patterns.
4=#N is a confident and independent mathematics learner, who can also support #h peers.
5=#N has been a diligent and independent mathematics learner. #E is eager to take on challenging tasks for enrichment and is willing to support #h peers.
6=#N has expressed eagerness to improve by asking questions to clarify #h understanding.
7=#N has been a diligent and collaborative member of the group. #E takes constructive criticism positively.
8=#N comes to class with enthusiasm. #E willingly takes on more challenging tasks for enrichment and generously shares #h ideas and strategies with #h peers.
9=#N is a confident and capable mathematics learner. #E has diligently completed tasks, occasionally seeking additional work for enrichment.
10=#N has continued to be an eager learner. #E has, usually, participated actively in learning activities.
11=#N is a quiet, yet capable mathematics learner. #E takes initiative to seek help when in need.
12=#N is a capable mathematics learner, who can work independently, as well as in a group.
13=#N has made, though little, progress as #e was learning the process of investigating patterns in our unit on patterns and algebra.
14=#N has made good progress particularly in our unit on patterns and algebra. #E has worked hard on improving #h presentation of work.
15=#N comes to class with enthusiasm. #E likes challenging #s.
16=#N has developed into a more mature and responsible mathematics learner.
17=#N has been a conscientious student. #E has diligently completed assignements and has willingly taken on challenging tasks for enrichment.
18=#N has been quiet in class and has participated by answering questions when asked.
COMMENTS: 2 Begin
1=#N has continued to be an eager learner, consistently wanting to complete tasks as quickly as possible.
2=#N has expressed eagerness to improve and learn, which #e has followed through, though not consistently. #H class performance has improved, engaging more in class tasks, and less in activities that distract #s and others.
3=#N is a capable mathematics learner, who can support peers in need.
4=#N is a capable mathematics learner, who would ask questions to clarify #h understanding. #E has shown good progress as #e develops #h skills in algebra.
5=#N has continued to be a conscientious student, completing tasks diligently. #E has shown a steady progress in the course of the year.
6=#N has continued to be an independent learner. #E has always been eager to share #h ideas and to complete tasks as quickly as #e could.
7=#N is a capable mathematics learner, who seeks support when in need and asks questions to clarify #h understanding.
8=#N is a mature and independent learner. #E would generously support #h peers when working in a group.
9=#N has participated by answering questions when asked. On a few occasions, #e has taken the initiative to ask questions.
10=#N is a responsible and mature learner. #E would seek help when in need, asking questions to clarify understanding.
11=#N takes responsibility for #h own learning. #E would generously support #h peers, yet would also take the initiative to seek help when in need.
12=#N is a quiet, yet capable learner. #E has been eager to complete challenging tasks for enrichment.
13=#N has continued to be an active participant in class activities. #E has made progress in developing #h skills in the unit on algebra.
14=#N has sustained #h eagerness and interest. #E has made an effort to improve #h presentation of work, particularly as we progressed through our unit on patterns and algebra.
15=#N has been a collaborative member of the class. #E would occasionally ask for support when in need.
16=#N has been willing to improve and has made an effort to be better by seeking support when in need, and by asking questions to clarify #h understanding.
17=#N has continued to be eager and interested. #E has willingly shared #h insights with #h peers.
18=#N has continued to make good progress. #E has gained more confidence when accomplishing tasks in mathematics. #H efforts have definitely paid off, as shown by #h performance in the last two assessments on patterns and algebra.
19=#N has sustained #h interest in learning. #E has expressed willingness to improve by asking questions to clarify #h understanding.
20=#N has taken responsibility for #h learning by asking peers and #h teacher for support when in need. #E has made steady progress, particularly in the unit on patterns and algebra.
COMMENTS: A MYP3
1=#N has achieved a solid understanding of the concepts and techniques covered in mathematics.
2=#N has achieved various successes with demonstrating #h understanding of the mathematics covered.
3=#N has shown a steady improvement in acquiring and applying new knowledge and understanding of the material covered in mathematics.
4=#N has successfully shown #h endeavour to master the material by demonstrating a complete understanding of the concepts and techniques covered.
5=#E was able to select the appropriate mathematics when solving multi-step problems in familiar situations and was at times successful in applying the process correctly.
6=#E was able to select and apply appropriate mathematics when solving multi-step problems in familiar situations, and at times arriving at the correct solution.
7=#E was able to select and apply the appropriate mathematics successfully when solving multi-step problems in familiar situations as well as arrive at the correct solution.
8=#E was able to select the appropriate mathematics when solving challenging multi-step problems in familiar situations, and at times was able to apply the mathematics successfully.
9=#E was able to successfully solve the challenging multi-step problems in familiar situations.
10=#E was able to solve challenging multi-step problems in familiar situations as well as select and apply appropriate mathematics when solving them in unfamiliar situations.
11=#E was able to consistently solve the most challenging multi-step problems in all situations.
COMMENTS: A: Intro sentences
1=#N is a #IntroAdverbs, #IntroAdverbs student.
2=#N is a #IntroAdverbs, #IntroAdverbs member of the class.
3=#N is a pleasant student with a fun sense of humor.
4=#N is #TypeofStudent math student.
5=#N is a conscientious student who has a good attitude.
6=#N is an outstanding student who has worked very hard throughout the #Time-period.
7=#N is a bright, conscientious student who is doing #Adjectives work.
8=#N is an intelligent student with an ability to understand concepts very quickly.
COMMENTS: Area of Improvement
1=In order to improve I would recommend that #N has a more organized folder.
2=In order to improve, #N should use #h time more effectively when working in a group, avoiding social chats.
3=In order to improve, I would recommend that #N seeks the finer points of the course. This may mean that extra questions will need to be asked. The teacher should be used both in and out of the classroom as a resource.
4=In order to improve, #N will need to spend some time getting to know #h way around the calculator. This will allow for better time efficiency in when completing tasks.
5=In order to improve, #N should ask more questions during class and seek assistance at the time trouble arrises, and not wait until later in the week or next class.
6=In order to improve I would like to see more questions being raised during class time.
7=To still improve next school year, I encourage #h to participate more actively and collaboratively in learning activities.
8=To still improve next school year, I would like #m to participate more actively in learning activities, and to ask questions when in doubt.
COMMENTS: Attitude to Learning
1=#N has a positive attitude to #h learning. This is evident through #h questioning, #h response to teacher feedback and through a diligent approach to tasks.
2=#N maintains a hardworking attitude both in and out of the classroom.
3=#H attitude to learning about mathematics concepts is positive and #e has developed a fair understanding of them.
4=In order for #N to improve, #h attitude to learning will need to improve. This could be achieved through increased awareness of expectations.
5=#N will need to improve #h attitude to learning in the following #Time.
6=#N has an inconsistent attitude to learning. Some days #e is very focused and responsible for #h learning, but other days this is not evident.
COMMENTS: B MYP3
1=#N has demonstrated consistent results in determining relationships when investigating mathematical patterns.
2=#N has demonstrated a steady improvement in determining relationships when investigating mathematical patterns.
3=#N has consistently demonstrated success in determining relationships when investigating mathematical patterns.
4=#E applied mathematical techniques to discover simple patterns, but was not always successful when suggesting general rules that described the patterns found.
5=#E applied mathematical techniques to discover simple patterns and suggested general rules that describe the patterns found.
6=#E selected and applied mathematical techniques to discover complex patterns and described those patterns as general mathematical rules.
7=#E selected and applied mathematical techniques to discover complex patterns, described them with general rules and verified their validity by testing the rule with additional examples.
8=#E selected and applied mathematical techniques to discover patterns, described the patterns as general rules and verified the validity of those rules with additional examples.
COMMENTS: B: Sentence 1
1=#E is #TypeofStudent math student.
2=#E has had a consistent #Time-period.
3=#E has a positive attitude towards learning and always tries #h best.
4=#E is a conscientious student who has a good attitude.
5=#E is an outstanding student who has worked very hard throughout the #Time-period.
6=#E is a bright, conscientious student who is doing excellent work.
7=#E is an intelligent student with an ability to understand concepts very quickly.
8=#E has had a #Describe-start start this #Time-period.
9=#E has #Describe-struggling #Time-period.
10=#E has the ability to do better.
11=#E is a capable student, who is struggling.
12=#N has #AdverbsList put in a good effort this #Time-period.
13=#E has demonstrated that #e is capable of achieving good results.
COMMENTS: C MYP3
1=#N is in the process of developing #h communication skills in mathematics.
2=#N has shown a steady improvement in communicating #h mathematics.
3=#N has consistently demonstrated good communication of #h mathematics.
4=#N has consistently demonstrated excellent communication of #h mathematics.
5=#E uses some appropriate terms and correct representations, and even though #h explanations of multi-step processes are not always crystal clear, the mathematics used can be understood.
6=#E uses some appropriate terms and correct representations, and even though #h explanations of multi-step processes are not always crystal clear, the mathematics used can be understood, while the work is sufficiently organised.
7=#E uses use appropriate terms and correct representations, and even though #h explanations of multi-step processes are not always complete, the communication is clear and organised.
8=#E uses appropriate terms and correct representations, and even though #h explanations of multi-step processes are not always complete, the communication is clear and organised, while the mathematics is easily followed.
9=#E consistently uses appropriate terms and correct representations, while explanations of multi-step processes are clear, complete, coherent and logically organised.
10=#E consistently uses appropriate terms and correct representations, while explanations of multi-step processes are clear, complete, coherent, and logically organised.
COMMENTS: C: Sentence 2 positives
1=#H attitude to learning about class concepts is positive.
2=#E has shown #RatingList understanding of the concepts taught this term.
3=#N brings enthusiasm to class discussions.
4=#N has a positive attitude to #h learning. This is evident through #h questioning, #h response to questions and through a diligent approach to the classwork and homework.
5=#N has done some excellent work.
6=#N is able to use mathematical concepts learned in a range of problems.
7=#N has an excellent attitude and is doing excellent work.
8=#E has demonstrated considerable knowledge and understanding across all units covered.
9=#E is very focused and responsible for #h learning.
10=#N is a role model for fellow students.
11=#N maintains a hardworking attitude both in and out of the classroom.
12=#N contributes positively to class.
13=#E is supportive of classmates.
14=#N has an appetite for solving problems and challenging #s.
15=#N demonstrates excellent analytical skills.
16=#E completes #m homework to a high level and applies #s in class.
17=#E has demonstrated that #e is capable of achieving good results.
18=#N has #AdverbsList put in a good effort this #Time-period.
19=#N displays #AdverbsList confidence in this subject.
COMMENTS: Criterion A
1=#N has worked diligently to understand and apply the material covered, resulting in a solid foundation of knowledge.
2=#N has achieved various successes with demonstrating #h understanding and knowledge of the material covered in mathematics.
3=#N has shown a steady improvement in acquiring and applying new knowledge and understanding of the material covered in math class.
4=#N has consistently shown #h successful endeavour to master the material covered by demonstrating full mastery of the material covered in mathematics.
5=#E is able to select the appropriate mathematics when solving more complex problems in familiar situations, but is not always successful in applying the process.
6=#E is able to select and apply appropriate mathematics when solving more complex problems in familiar situations, but #e does not always arrive at the correct solution due to simple computation errors.
7=#E is able to select and apply the appropriate mathematics successfully when solving more complex problems in familiar situations as well as arrive at the correct solution.
8=#E is able to select the appropriate mathematics when solving more challenging problems in familiar situations, but #e is not always able to apply the mathematics successfully.
9=#E is able to select and apply the appropriate mathematics successfully when solving more challenging problems in familiar situations, but #e does not always arrive at the correct solution due to computational errors.
10=#E is able to successfully solve the most challenging problems in familiar situations, but #e is not always able to select the appropriate mathematics when attempting problems in unfamiliar situations.
11=#E is able to solve the most challenging problems in familiar situations as well as select and apply the appropriate mathematics when solving the most challenging problems in unfamiliar situations.
12=#E is able to solve successfully the most challenging problems in both familiar and unfamiliar situations.
COMMENTS: Criterion B
1=#N has demonstrated consistent results in determining relationships when investigating mathematical patterns.
2=#N has demonstrated a steady improvement in determining relationships when investigating mathematical patterns.
3=#N has demonstrated outstanding success in determining relationships when investigating mathematical patterns.
4=#E applied mathematical techniques to discover simple patterns, but was not always successful when suggesting general rules that described the patterns found.
5=#E applied mathematical techniques to discover simple patterns and suggested general rules that describe the patterns found.
6=#E selected and applied mathematical techniques to discover more complex patterns and described those patterns as general mathematical rules.
7=#E selected and applied mathematical techniques to discover more complex patterns, described them with general rules and verified their validity by testing the rule with additional examples.
8=#E selected and applied mathematical techniques to discover complex patterns, described the patterns as general rules and verified the validity of those rules with additional examples.
COMMENTS: Criterion C
1=#N is still developing #h communication skills.
2=#N has shown a steady improvement in communicating #h mathematics.
3=#N has consistently demonstrated excellent communication of #h mathematics.
4=#N has consistently demonstrated good communication of #h mathematics.
5=#E does use some appropriate terms and correct representations, and even though explanations of the mathematical processes are not always clear, the mathematics used is easily followed.
6=#E does use some appropriate terms and correct representations, and even though explanations are not always clear, the mathematics used is able to be understood, while the work is sufficiently organised.
7=#E does use appropriate terms and correct representations, and even though explanations are not always complete, the mathematics used is clear and able to be understood.
8=#E does use appropriate terms and correct representations, and even though explanations are not always complete, the communication is clear and organised, while the mathematics used is easily followed.
9=#E consistently uses appropriate terms and correct representations, while explanations of the extended processes are complete and coherent, and work is always organised.
10=#E consistently uses appropriate terms and correct representations, explanations of the extended processes are complete and coherent, work is organised logically and all steps are connected.
COMMENTS: Criterion D
1=#N has maintained consistent results in applying mathematics to real-life situations.
2=#N has shown improvement in applying mathematics to real-life situations.
3=On the final task, #e was able to identify and select adequate strategies to model the problem.
4=On the final task, #e was able to identify the relevant parts of the problem, select some adequate strategies to model it, and apply those strategies to reach a solution.
5=On the final task, #e was able to identify the relevant elements, select adequate strategies to model the situation and apply the strategies to reach a valid solution. #N still needs to describe the degree of accuracy and discuss whether the solution makes sense in the context of the real-life situation.
6=On the final task, #e was able to identify the relevant elements, select adequate strategies to model the problem, apply the strategies to reach a valid solution and describe the degree of accuracy and whether the solution makes sense in the context of the real-life situation.
7=On the final task, #e was able to identify the relevant parts of the problem, select adequate strategies to it, and apply the strategies to reach a correct solution. In addition, #N explained both the degree of accuracy and whether the solution made sense in the context of the real-life situation.
COMMENTS: D MYP3
1=#N has exhibited consistent results when applying mathematics to real-life situations.
2=#N has shown improvement when applying mathematics to real-life situations.
3=#N has exhibited consistently outstanding results when applying mathematics to real-life situations.
4=On the final task involving line of best fit, #e was able to identify the relevant elements of the situation and select some adequate strategies to model the line, but was not able to construct an accurate line from the scatterplot.
5=On the final task involving line of best fit, #e was able to identify the relevant elements, select some adequate strategies to model the line, and apply those strategies to construct an accurate line from the scatterplot.
6=On the final task involving line of best fit, #e was able to identify the relevant elements, select adequate strategies to model the line, apply the strategies to construct an accurate line from the scatterplot.
7=On the final task involving line of best fit, #e was able to identify the relevant elements, select adequate strategies to model the line, apply the strategies to determine an equation of the line, and describe the degree of accuracy.
8=On the final task involving line of best fit, #e was able to identify the relevant elements, select adequate strategies to model the line, and apply the strategies to reach a correct equation. In addition, #N also described the degree of accuracy of #h equation and discussed whether the solution made sense in the context of ice cream sales and temperature.
9=On the final task involving line of best fit, #e was able to identify the relevant elements, select adequate strategies to model the line, and apply the strategies to determine a correct equation. In addition, #N was able to explain the degree of accuracy used and discuss whether the solution made sense in the context of ice cream sales and temperature.
COMMENTS: D: Sentence 3
1=Although #h homework was satisfactory, #h test and quiz grades were low.
2=#E has been recommended to the Learning Center.
3=#E #Frequency completes homework on time.
4=#H effort has been #AdverbsList.
5=Some days #e is very focused and responsible for #h learning, but other days this is not evident.
6=#E has had difficulty focusing and working and has had an inconsistent attitude to learning.
7=There are signs of improvement in #h #Improvement-in-what of late.
8=#H work has been declining of late.
9=#H is now back on target.
10=#N does not attend class regularly.
11=#N is consistently tardy to class.
12=#N is #Frequency inattentive during class.
13=#E applies #s well both in and out of class.
14=However, #e had difficulty understanding the concepts taught.
15=#H homework was #Homework.
16=#E is now back on target.
17=#E has the ability to do better.
18=#N's scores have fluctuated throughout the course of the #Time-period.
19=#N is #AdverbsList with the graphing calculator.
COMMENTS: Extended/Standard
1=I wish #N success in MYP Mathematics Standard Course next year!
2=I wish #N success in MYP Mathematics Standard Course next year, and hope that #e will pursue #h interest in moving up to the Extended course.
3=I encourage #N to continue with #h effort as #e takes on the challenges, and the opportunities in an MYP Mathematics Extended Course next year. Keep it up!
COMMENTS: G6 Criterion A
1=#N has demonstrated limited understanding of the concepts and skills covered, occasionally solving simple problems in familiar situations.
2=#N has demonstrated partial understanding of the concepts and skills covered, successfully solving simple problems in familiar situations.
3=#N has demonstrated sufficient understanding of the concepts and skills covered, successfully solving only simple, but also, occasionally, more complex problems in familiar situations.
4=#N has demonstrated satisfactory understanding of the concepts and skills covered, successfully solving not only simple, but also more complex problems in familiar situations.
5=#N has demonstrated a good understanding of the concepts and skills covered, successfully solving not only simple and more complex, but also, occasionally, challenging problems in familiar situations.
6=#N has demonstrated a good understanding of the concepts and skills covered, successfully solving challenging problems in familiar situations.
7=#N has demonstrated a sound understanding of the concepts and skills covered, successfully solving challenging problems not only in familiar, but also, occasionally, in unfamiliar situations.
8=#N has demonstrated a sound understanding of the concepts and skills covered, successfully challenging problems not only in familiar, but also in unfamiliar situations.
COMMENTS: G6 Criterion B (Starts at Level 2)
1=#E has shown limited skills in investigating patterns, applying, with teacher support, problem-solving techniques to discover simple patterns, and to state predictions consistent with patterns.
2=#E has been able to apply problem-solving techniques to recognise patterns, and has occasionally suggested how they work.
3=#E has been able to apply problem-solving techniques to recognise patterns, and has suggested how they work.
4=#E was able to apply problem-solving techniques to recognise patterns. Based on #h findings, #e has been able to suggest relationships or general rules, which #e has, occasionally, been able to verify.
5=#E was able to apply problem-solving techniques to recognise patterns. Based on #h findings, #e has been able to suggest relationships or general rules, which #e has, usually, been able to verify.
6=#E was able to apply problem-solving techniques to recognise correct patterns. Based on #h findings, #e has been able to describe patterns as relationships or general rules, which #e has, usually, been able to verify.
7=#E was able to apply problem-solving techniques to recognise correct patterns. Based on #h findings, #e has been able to describe patterns as relationships or general rules, which #e has, consistently, been able to verify.
COMMENTS: G6 Criterion C (Starts at Level 2)
1=Using limited mathematical language and forms of mathematical representation to present information, #e has communicated through lines of reasoning that are difficult to understand.
2=Using some appropriate mathematical language and different forms of mathematical representation, #e has presented information adequately, occasionally communicating through understandable lines of reasoning that are not always coherent, and has adequately organised information using a logical structure.
3=Using some appropriate mathematical language and different forms of mathematical representation, #e has presented information adequately, has usually communicated through understandable lines of reasoning that are not always coherent, and has adequately organised information using a logical structure.
4=Usually using appropriate mathematical language and different forms of mathematical representation, #e has presented information correctly, has communicated through lines of reasoning that are occasionally coherent, and has presented work that is usually organised logically.
5=Usually using appropriate mathematical language and different forms of mathematical representation, #e has presented information correctly, has communicated through lines of reasoning that are usually coherent and has presented work that is usually organised logically.
6=Consistently using appropriate mathematical language and different forms of mathematical representation, #e has presented information correctly, has usually communicated through clear and coherent lines of reasoning, and has presented work that is consistently organised logically.
7=Consistently using appropriate mathematical language and different forms of mathematical representation, #e has presented information correctly, has consistently communicated through clear and coherent lines of reasoning, and has presented work that is consistently organised logically.
COMMENTS: G6 Criterion D (Starts at Level 2)
1=#E has been able to identify some of the elements of authentic real-life situations, finding solutions by applying mathematical strategies, with limited success.
2=#E has been able to find solutions to authentic real-life situations by applying mathematical strategies. #E has occasionally stated, though not always correctly, whether the solution makes sense.
3=#E has been able to find solutions to authentic real-life situations by applying mathematical strategies. #E has stated, though not always correctly, whether the solution makes sense.
4=#E was able to select and apply mathematical strategies to reach valid solutions to authentic real-life situations, occasionally stating correctly whether the solution makes sense.
5=#E was able to select and apply mathematical strategies to reach valid solutions to authentic real-life situations, stating correctly whether the solution makes sense.
6=#E was able to select and apply mathematical strategies to reach correct solutions to authentic real-life situations, occasionally describing correctly whether the solution makes sense.
7=#E was able to select and apply mathematical strategies to reach correct solutions to authentic real-life situations, usually describing correctly whether the solution makes sense.
COMMENTS: G8 Criterion A
1=#N has demonstrated limited understanding of the concepts and skills covered, occasionally solving simple problems in familiar situations.
2=#N has demonstrated partial understanding of the concepts and skills covered, successfully solving simple problems in familiar situations.
3=#N has demonstrated sufficient understanding of the concepts and skills covered, successfully solving not only simple, but also, occasionally, more complex problems in familiar situations.
4=#N has demonstrated satisfactory understanding of the concepts and skills covered, successfully solving not only simple, but also more complex problems in familiar situations.
5=#N has demonstrated a good understanding of the concepts and skills covered, successfully solving not only simple and more complex, but also, occasionally, challenging problems in familiar situations.
6=#N has demonstrated a good understanding of the concepts and skills covered, successfully solving challenging problems in familiar situations.
7=#N has demonstrated a sound understanding of the concepts and skills covered, successfully solving challenging problems not only in familiar, but also, occasionally, in unfamiliar situations.
8=#N has demonstrated a sound understanding of the concepts and skills covered, successfully challenging problems not only in familiar, but also in unfamiliar situations.
COMMENTS: G8 Criterion A (Starts at Level 2)
1=#N has demonstrated partial understanding of the concepts and skills, successfully solving simple problems in familiar situations.
2=#N has demonstrated sufficient understanding of the concepts and skills, successfully solving not only simple, but also, occasionally, more complex problems in familiar situations.
3=#N has demonstrated sufficient understanding of the concepts and skills, successfully solving not only simple, but also more complex problems in familiar situations.
4=#N has demonstrated a good understanding of the concepts and skills, successfully solving not only simple and more complex, but also, occasionally, challenging problems in familiar situations.
5=#N has demonstrated a good understanding of the concepts and skills, successfully solving challenging problems in familiar situations.
6=#N has demonstrated a sound understanding of the concepts and skills, successfully solving challenging problems not only in familiar, but also, occasionally, in unfamiliar situations.
7=#N has demonstrated a sound understanding of the concepts and skills, successfully solving challenging problems not only in familiar, but also in unfamiliar situations.
COMMENTS: G8 Criterion B (Starts at Level 2)
1=#E has shown limited skills in investigating patterns, applying, with teacher support, problem-solving techniques to discover simple patterns, and to state predictions consistent with #h findings.
2=When investigating patterns, #e has applied problem-solving techniques to discover simple patterns, and has occasionally suggested relationships and rules consistent with findings. #E still struggles, though, to find complex patterns.
3=When investigating patterns, #e has applied problem-solving techniques to discover simple patterns, and has suggested relationships and rules consistent with findings. #E still struggles, though, to find complex patterns.
4=When investigating patterns, #e has selected and applied problem-solving techniques to discover complex patterns. Based on #h findings, #e has described patterns as relationships or general rules, which #e has, occasionally, been able to verify. #H next step should be to justify these general rules.
5=When investigating patterns, #e has selected and applied problem-solving techniques to discover complex patterns. Based on #h findings, #e suggested relationships or general rules, which #e has, usually, been able to verify. #H next step should be to justify these general rules.
6=When investigating patterns, #e has selected and applied problem-solving techniques to discover complex patterns. Based on #h correct findings, #e described patterns as relationships or general rules, which #e has been able to verify, and, occasionally, justify.
7=When investigating patterns, #e has selected and applied problem-solving techniques to discover complex patterns. Based on #h correct findings, #e has described patterns as relationships or general rules, which #e has, consistently, been able to verify and justify.
COMMENTS: G8 Criterion C (Starts at Level 2)
1=Using limited mathematical language and forms of representation to present information, #e has communicated through lines of reasoning that are difficult to interpret.
2=Using some appropriate mathematical language and different forms of representation, #e has presented and organised information adequately. #E occasionally, communicated through lines of reasoning that can be understood, although not always clear.
3=Using some appropriate mathematical language and different forms of representation, #e has presented and organised information adequately. #E usually, communicated through lines of reasoning that can be understood, although not always clear.
4=Using appropriate mathematical language and different forms of representation, #e has usually correctly presented and logically organized information. #E moved between those forms with some success, and occasionally communicated through clear lines of reasoning, although not always coherent or complete.
5=Using appropriate mathematical language and different forms of representation, #e has usually correctly presented and logically organized information. #E moved between those forms with some success, and usually communicated through clear lines of reasoning, although not always coherent or complete.
6=Using appropriate mathematical language and different forms of representation, #e has consistently correctly presented and logically organised information. #E moved effectively between those forms, and occasionally communicated through lines of reasoning that are coherent and complete.
7=Using appropriate mathematical language and different forms of representation, #e has consistently correctly presented and logically organised information. #E moved effectively between those forms, and communicated through lines of reasoning that are coherent and complete.
COMMENTS: G8 Criterion D (Starts at Level 2)
1=#E has been able to identify some of the elements of authentic real-life situations, finding solutions by applying mathematical strategies, with limited success.
2=#E has been able to model, with some success, authentic real-life situations, to which #e has found solutions by applying adequate mathematical strategies. #E has usually described whether a solution makes sense.
3=#E has been able to model, with some success, authentic real-life situations, to which #e has found solutions by applying adequate mathematical strategies. #E has usually described whether a solution makes sense.
4=#E has been able to model authentic real-life situations, to which #e has found valid solutions by applying adequate mathematical strategies. #E has occasionally discussed whether a solution makes sense.
5=#E has been able to model authentic real-life situations, to which #e has found valid solutions by applying adequate mathematical strategies. #E has usually discussed whether a solution makes sense.
6=#E has been able to model authentic real-life situations, to which #e has found correct solutions by applying appropriate mathematical strategies. #E has occasionally explained whether a solution makes sense.
7=#E has been able to model authentic real-life situations, to which #e has found correct solutions by applying appropriate mathematical strategies. #E has usually explained whether a solution makes sense.
COMMENTS: G: Behavior sentences
1=#N has #Frequency been disrespectful and argumentative.
2=#E #Frequency comes to class unprepared.
3=#N is #Frequency disruptive.
4=I would like #N to spend less time chatting during instruction.
5=#N has a positive attitude toward learning, however #e does not always seem to try #h best.
6=Although #N is working hard, #e has not had the best of starts this #Time-period.
7=Homework has been done to a minimum standard and is often handed in late or not at all.
8=#N is #Frequency tardy to class and has missed #Frequency classes.
9=#N missed #Frequency classes.
10=#E has been asked to come for extra help and has #Frequency taken advantage of the extra support.
11=#E has difficulty remaining alert.
12=#N has difficulty being attentive during class.
COMMENTS: I wish...
1=I wish #N success in #h Mathematics class next year!
COMMENTS: Improvement comments
1=#N has the ability to do better.
2=In order for #N to improve, #e needs to be consistently prepared for class, and fully participate.
3=To improve #h results next #Time-period, #e needs to #How-to-improve and #How-to-improve.
4=#N needs to become more proficient with the graphing calculator.
5=In order to improve I would like to see more questions being raised during class time.
6=In order to improve, #N needs to slow down and show #h working out.
7=#N has applied #s this year but could do with #How-to-improve to further #h understanding and results.
8=In order to do better I recommend that #N focus more in class, complete classwork and homework, and revise for tests and quizzes using notes and practicing review problems
9=#N should improve effort.
10=#E needs to work harder at completing classwork and homework.
11=#E needs to attend the learning center.
12=#N has generally worked well this year but needs to focus better in class.
13=#E needs to show more formula substitution and working out.
14=#E should attend class regularly.
15=#N should consider tutoring.
16=#N hould look to improve #h organisation in order to become more efficient in #h work.
17=#H should consider a binder to keep class materials organized.
18=#N should turn in homework on time.
19=#N needs to participate in class by following along and checking #h understanding.
COMMENTS: Intro + Personal Attributes
1=#N is an enthusiastic learner.
2=#N has many insightful ideas to share with the class.
3=#N arrives at school each day with a smile, ready to learn.
4=#N has expressed eagerness to improve and learn, which #e has followed through, though not consistently.
5=#N class performance has improved, engaging more in class tasks, and less in activities that distract #s and others.
6=#N asks questions or seeks clarification when needed.
7=#N is an active participant in small group discussions.
8=#N has a cheery attitude that has contributed to the positive atmosphere in our classroom.
9=#N puts evident effort into #h work as #e completes assignments with quality in mind.
10=#N's kind, caring, and friendly character makes #m a role model for classmates.
11=#N consistently makes good choices during the class period.
12=#N tackles new challenges seriously/eagerly and with a positive attitude.
13=#N is an outstanding student who has worked very hard throughout the #Time-period.
14=#N is an outstanding student who has worked very hard throughout the #Time-period and I expect #m to do well in #h MYP Math Grade 9 Extended Course next year.
15=#N has had a mixed #Time-period but there are signs of improvement in #h behaviour of late.
16=After a difficult start #N has done some excellent work and is now back on target. A very pleasing #Time-period. Well done #N!
17=#N is a friendly and hard-working member of the class and has put in a steady performance throughout the #Time-period.
18=Overall #N has worked very well but there are a few issues with #h time-keeping and homework that #e needs to address.
19=#N has made good progress throughout the #Time-period.
COMMENTS: Intro + Personal Attributes 2
1=#N is an enthusiastic learner.
2=#N has many insightful ideas to share with the class.
3=#N arrives at school each day with a smile, ready to learn.
4=#N shows perseverance in all #e does.
5=#N asks questions or seeks clarification when needed.
6=#N is an active participant in small group discussions.
7=#N has a cheery attitude that has contributed to the positive atmosphere in our classroom.
8=#N puts evident effort into #h work as #e completes assignments with quality in mind.
9=#N is kind, caring, and friendly character makes #m a role model for classmates.
10=#N consistently makes good choices during the class period.
11=#N tackles new challenges seriously/eagerly and with a positive attitude.
12=#N is an outstanding student who has worked very hard throughout the #Time-period.
13=#N is an outstanding student who has worked very hard throughout the #Time-period and I expect #m to do well in #h MYP Math Grade 9 Extended Course next year.
14=#N has had a mixed #Time-period but there are signs of improvement in #h behaviour of late.
15=After a difficult start #N has done some excellent work and is now back on target. A very pleasing #Time-period. Well done #N!
16=#N is a friendly and hard-working member of the class and has put in a steady performance throughout the #Time-period.
17=Overall #N has worked very well but there are a few issues with #h time-keeping and homework that #e needs to address.
COMMENTS: My Comments (group name added automatically)
1=#N has continued to be an eager learner, consistently wanting to complete tasks as quickly as possible.
2=#N has expressed eagerness to improve and learn, which he has followed through, though not consistently. His class performance has improved, engaging more in class tasks, and less in activities that distract himself and others.
3=#N is a capable mathematics learner, who can support peers in need.
4=#N is a capable mathematics learner, who would ask questions to clarify his understanding. He has shown good progress as he develops his skills in algebra.
5=#N has continued to be a conscientious student, completing tasks diligently. He has shown a steady progress in the course of the year.
6=#N has continued to be an independent learner. He has always been eager to share his ideas and to complete tasks as quickly as he could.
7=#N is a capable mathematics learner, who seeks support when in need and asks questions to clarify his undestanding.
8=#N is a mature and independent learner. He would generously support his peers when working in a group.
9=#N has participated by answering questions when asked. On a few occasions, he has taken the initiative to ask questions.
10=#N is a responsible and mature learner. He would seek help when in need, asking questions to clarify understanding.
11=#N takes responsibility for his own learning. He would generously support his peers, yet would also take the initiative to seek help when in need.
12=#N is a quiet, yet capable learner. He has been eager to complete challenging tasks for enrichment.
13=#N has continued to be an active participant in class activities. He has made progress in developing his skills in the unit on algebra.
14=#N has sustained his eagerness and interest. He has made an effort to improve his presentation of work, particularly as we progressed through our unit on patterns and algebra.
15=#N has been a collaborative member of the class. He would occasionally ask for support when in need.
16=#N has been willing to improve and has made an effort to be better by seeking support when in need, and by asking questions to clarify his understanding.
17=#N has continued to be eager and interested. He has willingly shared his insights with his peers.
18=#N has continued to make good progress. He has gained more confidence when accomplishing tasks in mathematics. His efforts have definitely paid off, as shown by his performance in the last two assessments on patterns and algebra.
19=#N has sustained his interest in learning. He has expressed willingness to improve by asking questions to clarify his understanding.
20=#N has taken responsibility for his learning by asking peers and his teachis for support when in need. He has made steady progress, particularly in the unit on patterns and algebra.
COMMENTS: My OWN Comments
1=#N has continued to be an eager learner, consistently wanting to complete tasks as quickly as possible.
2=#N has expressed eagerness to improve and learn, which #e has followed through, though not consistently. #H class performance has improved, engaging more in class tasks, and less in activities that distract #s and others.
3=#N is a capable mathematics learner, who can support peers in need.
4=#N is a capable mathematics learner, who would ask questions to clarify #h understanding. #E has shown good progress as #e develops #h skills in algebra.
5=#N has continued to be a conscientious student, completing tasks diligently. #E has shown a steady progress in the course of the year.
6=#N has continued to be an independent learner. #E has always been eager to share #h ideas and to complete tasks as quickly as #e could.
7=#N is a capable mathematics learner, who seeks support when in need and asks questions to clarify #h undestanding.
8=#N is a mature and independent learner. #E would generously support #h peers when working in a group.
9=#N has participated by answering questions when asked. On a few occasions, #e has taken the initiative to ask questions.
10=#N is a responsible and mature learner. #E would seek help when in need, asking questions to clarify understanding.
11=#N takes responsibility for #h own learning. #E would generously support #h peers, yet would also take the initiative to seek help when in need.
12=#N is a quiet, yet capable learner. #E has been eager to complete challenging tasks for enrichment.
13=#N has continued to be an active participant in class activities. #E has made progress in developing #h skills in the unit on algebra.
14=#N has sustained #h eagerness and interest. #E has made an effort to improve #h presentation of work, particularly as we progressed through our unit on patterns and algebra.
15=#N has been a collaborative member of the class. #E would occasionally ask for support when in need.
16=#N has been willing to improve and has made an effort to be better by seeking support when in need, and by asking questions to clarify #h understanding.
17=#N has continued to be eager and interested. #E has willingly shared #h insights with #h peers.
18=#N has continued to make good progress. #E has gained more confidence when accomplishing tasks in mathematics. #H efforts have definitely paid off, as shown by #h performance in the last two assessments on patterns and algebra.
19=#N has sustained #h interest in learning. #E has expressed willingness to improve by asking questions to clarify #h understanding.
20=#N has taken responsibility for #h learning by asking peers and #h teacher for support when in need. #E has made steady progress, particularly in the unit on patterns and algebra.
COMMENTS: OLD-My Comments (group name added automatically)
1=I encourage #N to continue with #h effort to avoid social chats and to focus on the task at hand. I also encourage #m to seek opportunities for enrichment and to take on more challenging tasks in #h mathematics next year.
2=To still improve next school year, I encourage Liam to continue with #h effort to pay attention and to focus on the learning opportunities provided in class.
3=For the next school year, I encourage #m to continue with #h effort in organising #h folder. I also encourage #m to take on more challenging tasks for in mathematics next year.
4=To still improve next school year, #e should continue with #h effort to consistently present #h work in an organized manner. I encourage #m to take on more challenging tasks for enrichmentin mathematics next year.
5=To still improve next school year, I encourage #N to continue with #h effort to show clear steps and to present work in an organized manner.
6=To still improve next school year, I encourage #N to participate more actively and collaboratively in learning activities.
7=I would also recommend that #e take advantage of available support inside and outside the classroom.
8=I encourage #N to take on more challenging tasks for enrichmentin mathematics next year.
9=I encourage #N continue to have a positive attitude and eagerness to learn. I also encourage #m to take on more challenging tasks for enrichment in mathematics next year.
10=I encourage continue to have a positive attitude and eagerness to learn. I also encourage #h to take on more challenging tasks for enrichment in mathematics next year.
11=For next year, I encourage #m to continue with #h effort to avoid engaging in social chats, that distract #s and others. I also encourage #m to keep striving to present #h work clearly and in an organized manner.
12=I encourage Ryan to continue seeking opportunities for enrichment and to take on more challenging tasks in mathematics next year.
13=I also encourage hime to use the rubrics relevant to assessment tasks to make sure #e is targetting the level that #e is capable of when completing those tasks.
14=I encourage Emma to continue with #m positive attitude and active engagement in class activities.
15=To still improve next school year, I encourage #N to continue with #h effort improve on #h presentation of work, to focus on the task at hand, and to avoid engaging in activities that can distract #s and #h peers.
16=I encourage #N to continue with #m positive attitude and willingness to learn
17=#N is a capable learner who should be confident in #h abilities. I encourage #m to take on more challenging tasks for enrichment in mathematics next year.
COMMENTS: OLD-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 #h target level of achievement and #e should be proud of #s. To ensure #e keeps this up next year #e should #How-to-improve.
3=#N often works below #h best and with a little more effort #e could easily reach a higher level of achievement. To improve #e should #How-to-improve.
4=#N rarely completes #h work on time. To achieve more next year #e needs to #How-to-improve.
5=#N deserves to receive the Departmental Scholar Award in mathematics. I encourage #m to take on more challenging tasks for enrichment in mathematics next year.
6=I encourage #N to continue with #h effort #effort.
7=I also encourage #m to seek opportunities for enrichment and to take on more challenging tasks in mathematics next year.
8=I also encourage #m to take on more challenging tasks in mathematics next year.
9=I encourage #N to continue to have a positive attitude and eagerness to learn. I also encourage #m to take on more challenging tasks in mathematics next year.
10=I encourage #N to continue with #h positive attitude and active engagement.
11=I encourage #N to continue to have a positive attitude and the willingness to learn.
12=#N is a capable learner who should be confident in #h abilities. I encourage #m to take on more challenging tasks in mathematics next year.
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.
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 friendly and hard-working member of the class and has put in a steady performance throughout the #Time-period.
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=We have been working on the Environmental Issues module throughout the #Time-period. #N seems to enjoy this topic and has made very pleasing progress.
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! {BR}{BR} Next semester dates: {BR} Monday September 1st - Friday December 22nd.
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. {BR}{BR} Next semester dates: {BR} Monday September 1st - Friday December 22nd.
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. {BR}{BR} Next semester dates: {BR} Monday September 1st - Friday December 22nd.
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. {BR}{BR} Next semester dates: {BR} Monday September 1st - Friday December 22nd.
COMMENTS: Summing Up Comments
1=#E had no unauthorized absences.
2=#E had one unauthorized absence.
3=#E had #NumofUAs unauthorized absences.
4=#N is to be commended for the effort #e applied this #Time-period.
5=#N is a pleasure to have in class. I look forward to working with #m over the next #Time-period.
6=#N earned #? out of #? marks on #h final exam, and is performing at level #IB-Level of the IB scale.
7=#N earned #? out of 90 marks on #h Paper 1 final exam, #? out of 90 on #h Paper 2 final exam, and #? out of 20 on #h Internal Assessment project. #E is performing at level #? on the IB scale. To achieve better results on #h IB Exams, #e needs to practice Paper 1 & 2 tests, show working out, and pay close attention to the marking scheme.
8=With concerted effort, #e could achieve a higher score.
9=If #e applies #s could achieve a higher score.
10=An excellent performance!
11=Well done!
12=Keep up the good work!
13=It has been a pleasure teaching #N this year and I wish #m all the best for #h future.
14=#N has worked hard and is to be congratulated for #h effort.
15=This is an accurate representation of #N's grades and a reflection of the work completed throughout the #time-period.
16=#N has a received a #Results for #h final #Time-period grade.
17=I enjoyed having #N in class.
18=I am happy to discuss #N and #h progress in my class. My email address is doreen.erickson@ef.com and I will be available from 1- 30 April.
COMMENTS: Work Habits
1=#E always completes class tasks in a timely manner.
2=#E stays focused on the task at hand.
3=#E uses class time constructively.
4=#E consistently uses personal best effort on a daily basis.
5=#E completes work with quality in mind.
6=#E is a self-motivated worker.
7=#E demonstrates hard work and produces quality results.
8=#E is an inquisitive learner who enjoys analyzing situations and making new discoveries.
9=#E actively engages in working carefully and conscientiously.
10=#E pays attention and follows directions.
11=#E works independently and stays on task.
12=#E uses higher level thinking strategies to apply learned skills to new situations.
13=#E has a passion for mathematics that shows through the resolve #e puts into every single task.
14=#E works very well with others in a group.
15=#E shows perseverance on challenging assignments.
16=#E is able to transition easily from one activity to the next.
COMMENTS: y End Comments
1=#N has shown some growth in confidence as our unit on patterns and algebra progresses.
2=For next year, #e still need to be more assertive in order to improve #h learning, by asking questions, when in doubt, and by seeking support, when in need.
3=For next year, I encourage #N to use the rubrics relevant to assessment tasks to make sure #e is targetting the level that #e is capable of when completing those tasks. I also encourage #h to take on more challenging tasks for enrichment in mathematics next year.
4=I commend #N for working hard this year. To still improve next year, #e should remember to explain why #e thinks #h solutions make sense, when completing tasks on applying mathematics in real-life context.
5=For next year, I encourage #N to continue to be an active participant of the group. I also encourage #m to take on more challenging tasks for enrichment in mathematics next year.
6=I am positive that, with #h diligence and positive disposition, and as #h command of English improves, #e will be making more progress as a mathematics learner in the future. I also encourage #m to take on more challenging tasks for enrichment in mathematics next year.
7=To improve for next year, #h targets should include following the rubrics for given tasks. #E should also strive harder to keep #s from engaging in activities that can distract #s and others, like social chats.
8=For next year, #N should continue with #h effort to present #h work more clearly and in a more organized manner.
9=I encourage #N to take on more challenging tasks for enrichment in mathematics next year.
10=For next year, #N will benefit from being consistent in #h engagement and behavior in class. #E is a very capable learner, who should take on more challenging tasks for enrichment.
11=or not. I encourage #m to continue with #h effort to improve and with #h positive attitude.
12=For next year, #N should continue with #h engangement and perseverance.
13=#N is a capable mathematics learner, and I am positive that as #h English language skills continue to improve, #e will be making more progress as a mathematics learner.
COMMENTS: z For next year
1=I encourage #N to continue with #h effort to avoid social chats and to focus on the task at hand. I also encourage #m to seek opportunities for enrichment and to take on more challenging tasks in #h mathematics next year.
2=To still improve next school year, I encourage #N to continue with #h effort to pay attention and to focus on the learning opportunities provided in class.
3=For the next school year, I encourage #m to continue with #h effort in organising #h folder. I also encourage #m to take on more challenging tasks for in mathematics next year.
4=To still improve next school year, #e should continue with #h effort to consistently present #h work in an organized manner. I encourage #m to take on more challenging tasks for enrichment in mathematics next year.
5=To still improve next school year, I encourage #N to continue with #h effort to show clear steps and to present work in an organized manner.
6=To still improve next school year, I encourage #N to participate more actively and collaboratively in learning activities.
7=I would also recommend that #e take advantage of available support inside and outside the classroom.
8=I encourage #N to take on more challenging tasks for enrichmentin mathematics next year.
9=I encourage #N continue to have a positive attitude and eagerness to learn. I also encourage #m to take on more challenging tasks for enrichment in mathematics next year.
10=For next year, I encourage #m to continue with #h effort to avoid engaging in social chats, that distract #s and others. I also encourage #m to keep striving to present #h work clearly and in an organized manner.
11=I encourage #N to continue seeking opportunities for enrichment and to take on more challenging tasks in mathematics next year.
12=I also encourage #m to use the rubrics relevant to assessment tasks to make sure #e is targetting the level that #e is capable of when completing those tasks.
13=I encourage #N to continue with #h positive attitude and active engagement in class activities.
14=To still improve next school year, I encourage #N to continue with #h effort to improve on #h presentation of work, to focus on the task at hand, and to avoid engaging in activities that can distract #s and #h peers.
15=I encourage #N to continue with #h positive attitude and willingness to learn.
16=#N is a capable learner who should be confident in #h abilities. I encourage #m to take on more challenging tasks for enrichment in mathematics next year.
17=I wish #N success in MYP Mathematics Standard Course next year!
18=I wish #N success in MYP Mathematics Standard Course next year, and hope that #e will pursue #h interest in moving up to the Extended course.
19=I encourage #N to continue with #h effort as #e takes on the challenges, and the opportunities in an MYP Mathematics Extended Course next year. Keep it up!
LIST: Adjectives
1=happy, upbeat
2=friendly
3=excellent
4=very good
LIST: AdverbsList
1=improving
2=declining
3=consistent
4=inconsistent
5=proficient
6=not yet proficient
7=increasing
8=generally
9=consistently
LIST: Deadlines
1=on time
2=late
LIST: Describe-start
1=had a mixed
2=had a good
3=had a difficult
4=had a consistent
5=not had the best of
LIST: Describe-struggling
1=had a tough
2=not had the best of starts this
LIST: Effort
1=poor
2=good
LIST: encourage
1=to continue with #h effort to avoid engaging in social chats
2=work collaboratively
3=try not to chat during lessons
4=use class time efficiently
5=pay more attention to instructions
6=ask for support when in need
7=ask questions when in doubt
LIST: Frequency
1=always
2=often
3=sometimes
4=rarely
5=never
6=generally
7=frequently
8=several
9=at times
10=some
LIST: Homework
1=satisfactory
2=unsatisfactory
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: How-to-improve-for-IB-Exam
1=practice Paper 1 & 2 tests, and show working out.
2=pay close attention to the marking scheme
LIST: IB-Level
1=1
2=2
3=3
4=4
5=5
6=6
7=7
LIST: Improvement-in-what
1=work
2=effort
LIST: IntroAdverbs
1=pleasant
2=polite
3=quiet
4=friendly
5=good-natured
6=outgoing
7=motivated
8=conscientious
9=reserved
10=generally polite
11=hard-working
LIST: NumofUAs
1=no
2=one
3=two
4=three
5=four
6=five
7=six
8=seven
9=eight
10=nine
LIST: OLD-Effort
1=to avoid social chats, that distracts #s and others.
2=to avoid social chats and to focus on the task at hand.
3=to pay attention and to focus on the learning opportunities.
4=in organising her folder.
5=to consistently present his work in an organised manner.
6=ask for support when in need
7=ask questions when in doubt
LIST: OLD-How-to-improve
1=focus more in the lessons
2=try not to chat during lessons
3=submit homework on time
4=show formula substitution and working out
5=spend more time practicing solving problems
6=pay more attention to instructions
7=make sure #e understands errors
8=spend more time reviewing ahead of quizzes and tests
9=improve organization of homework and handouts
10=ask questions in class
11=regularly come for extra help
12=regularly attend the Learning center
13=become competent with the graphing calculator
14=consider private tutoring
15=attend class regularly
16=put in more effort
17=come to class prepared
18=full participate
LIST: OLD-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
LIST: partial
1=partial
2=sufficient
3=satisfactory
4=good
5=strong
6=sound
LIST: RatingList
1=an excellent
2=a good
3=a strong
4=a firm
5=an average
6=a general
7=a satisfactory
8=a fair
9=a poor
10=a disappointing
LIST: Results
1=A+
2=A
3=A-
4=B+
5=B
6=B-
7=C+
8=C
9=C-
10=D+
11=D
12=D-
13=F
LIST: SampleRatingList
1=an excellent
2=a good
3=an average
4=a disappointing
5=a poor
LIST: Time
1=year
2=semester
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
LIST: TopicsList1
1=Special Number Sets
2=Word Problems
3=Scientific Notation or Standard Form
4=Percentage Error
5=Laws of Algebra
6=Formula substitution and rearrangement
7=Quadratic Equations
8=Linear Equations
9=Sequences and Series
10=currency conversions
11=compound interest
12=descriptive statistics
13=sets and Venn diagrams
14=logic
15=probability
16=the normal distribution
17=two variable statistics
18=one variable statistics
19=Pythagoras' theorem
20=Coordinate Geometry
LIST: TopicsList2
1=perimeter, area, and volume
2=trigonometry
3=functions
4=domain and range
5=calculus
LIST: TypeofStudent
1=an able
2=an adept
3=a steady
/*=========================================
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