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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.