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Area | Tags | Tone | Comment |
---|---|---|---|

Math | time management | Constructive | {firstname} consistently needs reminders to use time effectively. |

Math | studying, math, practice | Constructive | {firstname} is having considerable difficulty with math. I recommend he/she work on studying __ and __. This extra practice will help him/her feel more relaxed when doing math in the classroom. Please contact me if you need materials to get him/her started. |

Math | math concepts,, homework, group work | Positive | {firstname} has a good understanding of all math concepts taught so far this year. He/she continues to turn in excellent assignments and especially enjoys hands-on math activities. |

Math | practice problems, attitude | Constructive | {firstname} has a positive attitude towards math but continues to have trouble in a few key areas. He should practice every evening at home. Areas that need extra attention are {firstname} and {firstname} . |

Math | communication, understanding, reasoning | Positive | {firstname} demonstrates a good understanding of all math concepts studied and communicates with clarity and good justification of reasoning. |

Math | speed, practice, operations | Constructive | {firstname} needs to work on increasing his/her speed in math facts. He/she should continue with daily practice with a focus on addition, subtraction, multiplication and division. |

Math | encouragement, fundamentals | Constructive | {firstname} seems to need continuous encouragement in math. He/she continues to struggle with basic math concepts for his/her grade level. |

Math | struggling | Constructive | {firstname} is having a difficult time in certain areas of math. Areas in need of extra work are _____. Working on these problem areas every night would help improve his/her learning outcomes. |

Math | practice problems | Constructive | {firstname} is struggling to keep up in math. He/she could benefit from practicing the multiplication table and should also continue to practice the long division process. |

Math | focus, behavior, attention | Constructive | {firstname} is easily distracted during math lessons and behavioral issues are interfering with his/her learning. We will be working on more difficult subjects and he/she will struggle if he/she does not pay attention in class. |

Math | tests, test scores, homework | Constructive | {firstname} is having trouble with math tests. He/she does well on assignments, but does not seem to retain information for tests. I always give a week’s notice before tests, so please be sure {firstname} studies and adequately prepares for them as they approach. |

Math | addition, subtraction | Positive | {firstname} is able to calculate addition and subtraction facts to 18 with confidence and accuracy. |

Math | addition, subtraction | Neutral | {firstname} is becoming more able to calculate addition and subtraction facts to 18 with confidence and accuracy. |

Math | addition, subtraction | Constructive | {firstname} requires more time and practice in calculating addition and subtraction facts to 18 |

Math | addition, subtraction | Constructive | {firstname} needs to put more effort into learning to calculate addition and subtraction facts to 18. |

Math | skip counting | Positive | {firstname} is able to skip count forward and backward by twos, fives, tens, and hundreds to complete short patterns. |

Math | skip counting | Neutral | {firstname} is learning to skip count forward and backward by twos, fives, tens, and hundreds to complete short patterns. |

Math | skip counting | Constructive | {firstname} needs practice with skip counting forward and backward by twos, fives, tens, and hundreds to complete short patterns. |

Math | skip counting | Constructive | {firstname} needs considerable practice with skip counting forward and backward by twos, fives, tens, and hundreds to complete short patterns. |

Math | place value | Positive | {firstname} is able to demonstrate place value concepts to give meaning to numbers from zero to 1000, identifying ones, tens, and hundreds. |

Math | place value | Neutral | {firstname} is developing an understanding of place value concepts to give meaning to numbers zero to identifying ones, tens, and hundreds. |

Math | place value | Constructive | {firstname} requires more time and practice to demonstrate place value concepts to give meaning to numbers 0 to 1000, identifying ones, tens, and 100s. |

Math | comparing numbers | Positive | {firstname} is able to compare numbers to 1000 using terms such as greater or less and greatest or least. |

Math | comparing numbers | Neutral | {firstname} is learning to compare numbers to 1000 using terms such as greater or less and greatest or least. |

Math | comparing numbers | Constructive | {firstname} requires support to compare numbers to 1000 using terms such as greater or less and greatest or least. |

Math | comparing numbers | Constructive | {firstname} demonstrates a limited understanding in comparing numbers to 1000 using terms such as greater or less and greatest or least. |

Math | addition, regrouping | Positive | {firstname} can demonstrate and explain the process of addition of whole numbers up to 100, with and without regrouping. |

Math | addition, regrouping | Neutral | {firstname} requires ongoing support to demonstrate and explain the process of addition of whole numbers up to 100 with and without regrouping. |

Math | addition, regrouping | Constructive | {firstname} requires considerable attention and individual instruction to demonstrate and explain the process of addition of whole numbers up to 100 with and without regrouping. |

Math | word problems | Positive | {firstname} is able to complete word problems using one- and two-digit addition, showing his/her work and writing a full sentence answer. |

Math | word problems | Neutral | {firstname} is becoming more confident in his/her ability to complete word problems using one- and two-digit addition, showing his/her work and writing a full sentence answer. |

Math | word problems | Constructive | {firstname} requires practice in word problems, showing their work, and writing a complete sentence for an answer. |

Math | nan | nan | {firstname} has a good attitude towards the math work at this grade level. Please continue to work on {firstname} nightly. |

Math | nan | nan | {firstname} has worked hard in math this quarter. However, her progress has been slower than I would have liked. Can we meet to discuss some helpful strategies? |

Math | nan | nan | {firstname} would benefit from more practice with _____. If possible, could you please spend some time nightly on this skill? |

Math | nan | nan | At this point, {firstname} has successfully learned __. He is now able to start nightly practice of __. |

Math | nan | nan | Thank you for your interest in our room. It would be helpful if {firstname} practiced his/her ___{firstname} nightly. |

Math | nan | nan | {firstname} is struggling with motivation in learning math. I know he/she can put in more effort than he/she has been recently. If possible, could you please reinforce this nightly? |

Math | nan | nan | {firstname} still needs strengthening in the concept of ___. |

Math | nan | nan | {firstname} is having trouble with many of the basic skills in math. Can we meet to discuss some helpful strategies? |

Math | nan | nan | {firstname} has a true enthusiasm and gift for math. His effort is reflected in his high grade. He is also an excellent classmate, as he frequently assists other students with concepts, not answers. |

Math | arithmetic, operations | nan | At this point, {firstname} has successfully learned all of the addition facts through ten. He is now able to start nightly practice of the subtraction facts through ten. |

Math | arithmetic, operations | nan | {firstname} has done well learning the multiplication table. Howeverm it would be helpful if {firstname} practiced his/her multiplication facts nightly. |

Math | arithmetic, operations | nan | {firstname} has difficulty retaining math processes of addition, etc. |

Math | arithmetic, operations | nan | {firstname} understands the plus, minus, and equal signs, and uses them to make number statements. |

Math | arithmetic, operations | nan | {firstname} understands and uses basic facts of addition and subtraction to __. |

Math | arithmetic, operations | nan | {firstname} can use manipulatives to add and subtract. |

Math | arithmetic, operations | nan | {firstname} understands basic equations and can solve for one variable. |

Math | arithmetic, operations | nan | {firstname} understands basic equations and can solve for multiple variables. |

Math | arithmetic, operations | nan | {firstname} can [add/subtract/multiply/divide] basic fractions. |

Math | arithmetic, operations | nan | {firstname} can [add/subtract/multiply/divide] advanced fractions and mixed numbers. |

Math | arithmetic, operations | nan | {firstname} understands and can solve [pre-algebraic/algebraic] expressions and equations. |

Math | numbers, number sense | nan | {firstname} can work with numbers up to ___ with understanding. |

Math | numbers, number sense | nan | {firstname} is still reversing some numbers. |

Math | numbers, number sense | nan | {firstname} understands place value up to _____. |

Math | numbers, number sense | nan | {firstname} can use manipulatives to show place value to _____. |

Math | numbers, number sense | nan | {firstname} can count to __. |

Math | numbers, number sense | nan | {firstname} relies heavily on concrete objects. |

Math | numbers, number sense | nan | {firstname} is beginning to memorize the number facts. |

Math | numbers, number sense | nan | {firstname} does not know his math facts well. |

Math | numbers, number sense | nan | {firstname} understands and can represent [basic/intermediate/advanced] fractions. |

Math | numbers, number sense | nan | {firstname} understands the basic concepts of decimal notation. |

Math | numbers, number sense | nan | {firstname} understands and can [add/subtract/multiply/divide] using decimal notation. |

Math | numbers, number sense | nan | {firstname} knows how to identify and work with number patterns. |

Math | money, measurement | nan | {firstname} understands the basics of money and coins (pennies, dimes, nickels). |

Math | money, measurement | nan | {firstname} understands the types of currency (pennies, dimes, nickels, quarters, dollars). |

Math | money, measurement | nan | {firstname} understands how to use coins and bills of different denominations to pay for items and make change. |

Math | money, measurement | nan | {firstname} understands the basics of financial literacy and the role of currency in personal and economic affairs. |

Math | money, measurement | nan | {firstname} understands and can use basic units of measure for length, width, and height, including [inches/feet/centimeters/meters]. |

Math | money, measurement | nan | {firstname} understands and can use basic units of measure for volume, mass, and weight, including [ounces/pounds/tons/kilograms]. |

Math | money, measurement | nan | {firstname} understands and can use basic units of measure for distance of travel [and/or} time, including [feet/yards/miles/kilometers, seconds/minutes/hours]. |

Math | money, measurement | nan | {firstname} understands and can use basic units of measure for temperature, including [Fahrenheit/Centigrade]. |

Math | money, measurement | nan | {firstname} knows how to tell time by reading a clock, and can effectively use seconds, minutes, and hours to describe time. |

Math | money, measurement | nan | {firstname} can use a ruler to measure [inches/feet/yards/milimeters/centimeters/meters]. |

Math | money, measurement | nan | {firstname} has learned how to convert U.S. measurements to metric measurements, including [milimeters/centimeters/meters/kilometers, kilograms, Centigrade]. |

Math | money, measurement | nan | {firstname} effectively uses common measurement tools including [ruler, protractor, scale, thermometer, clock] to solve measurement problems. |

Math | geometry | nan | {firstname} knows the basic shapes. |

Math | geometry | nan | {firstname} understands the differences between 2-dimensional and 3-dimensional shapes. |

Math | geometry | nan | {firstname} knows the basic angles and types of triangles. |

Math | geometry | nan | {firstname} understands the basic concept[s] of [area/perimeter]. |

Math | geometry | nan | {firstname} understands the basic concept[s] of [volume/mass]. |

Math | geometry | nan | {firstname} understands and can use the basic concept[s] of [area/perimeter] to solve problems. |

Math | geometry | nan | {firstname} understands and can use the basic concept[s] of [volume/mass] to solve problems. |

Math | geometry | nan | {firstname} understands and can use the basic concept[s] of [points/lines] to solve problems. |

Math | geometry | nan | {firstname} understands and can use advanced geometric concepts to solve problems. |

Math | charts, graphs | nan | {firstname} is able to create graphs using simple data. |

Math | charts, graphs | nan | {firstname} understands several methods of graphing. |

Math | charts, graphs | nan | {firstname} can effectively synthesize and present complex data in [bar graphs, line graphs, pie charts, visualizations, tables], and explain correlations. |