# 160 Math Report Card Comments

# 160 Math Report Card Comments

Report cards are a great way for teachers to communicate their thoughts and assessments without interruption from parents or students. Writing math report card comments, however, can sometimes be tricky and extremely time-consuming.

If you’ve left report card writing to the last minute - don’t fret! Here we’ll go through a bunch of math report card comment templates to make your report card writing a breeze.

Save report card comments and insert them anywhere using keyboard shortcuts.

Also, try the snippet below by selecting or deselecting a student trait to create math report card comments.

**Math Report Card Comments Generator for {formtext: name=first name; cols=9}**:

- Problem solving abilities: {formtoggle: name=gradually improving; default=yes}{formtext: name=first name; cols=8} is gradually improving their {formtext: name=insert math skill; cols=13}, but progress is slow due to {formtext: name=insert problem; cols=12}. {endformtoggle}{formtoggle: name=gets overwhelmed; default=no}When solving complex math word problems, {formtext: name=first name; cols=8} sometimes becomes overwhelmed with the information, especially for longer math word problems. {endformtoggle}{formtoggle: name=good vocab; default=no}{formtext: name=first name; cols=8} has a great vocabulary that helps {formmenu: name=gender; him; default=her} solve math word problems.{endformtoggle}
- Mathematical concepts: {formtoggle: name=addition understanding; default=yes}{formtext: name=first name; cols=8} has a {formmenu: name=rating; strong; default=average; weak} understanding of basic addition.{endformtoggle}{formtoggle: name=struggles with; default=no}{formtext: name=first name; cols=8} clearly displays a strong effort in math class, but still struggles with {formtext: name=insert math skill; cols=13}.{endformtoggle}{formtoggle: name=failing to memorize; default=no}{formtext: name=first name; cols=8} experiences difficulty in memorizing timetables.{endformtoggle}{formtoggle: name=strong grasp of; default=no}{formtext: name=first name; cols=8} demonstrates a {formmenu: name=rating; strong; default=average; weak} grasp of {formtext: name=insert math skill; cols=13}.{endformtoggle} Arithmetic: {formtoggle: name=good at arithmetic; default=yes}{formtext: name=first name; cols=8} is skilled in addition and subtraction, and can apply both concepts to word problems.{endformtoggle}{formtoggle: name=need more practice; default=no}{formtext: name=first name; cols=8} requires extra practice to excel in arithmetic.{endformtoggle} {formtoggle: name=should practice memorization; default=no}{formtext: name=first name; cols=8} has a solid understanding of how multiplication works, but could benefit from practicing timetable memorization more. {endformtoggle}{formtoggle: name=good at algebra; default=no}{formtext: name=first name; cols=8} has a solid grasp of algebra and can solve for multiple variables.{endformtoggle}

## 20 Math Report Card Comments for Problem Solving Abilities

- {formtext: name=first name; cols=8} is gradually improving their {formtext: name=insert math skill; cols=13}, but progress is slow due to {formtext: name=insert problem;cols=12}.
- When solving complex math word problems, {formtext: name=first name; cols=8} sometimes becomes overwhelmed with the information, especially for longer math word problems.
- {formtext: name=first name; cols=8} has a great vocabulary that helps {formmenu: name=gender; him; default=her} solve math word problems.
- {formtext: name=first name; cols=8} has a limited vocabulary that prevents {formmenu: name=gender; him; default=her} from understanding math word problems.
- {formtext: name=first name; cols=8} solves word problems accurately when {formmenu: name=gender; he; default=she} receives assistance from the teacher.
- {formtext: name=first name; cols=8} has difficulty with {formtext: name=insert math skill; cols=13}, even when provided with accommodations.
- {formtext: name=first name; cols=8} doesn’t always justify answers to math problems with evidence.
- {formtext: name=first name; cols=8} communicates and consistently explains {formmenu: name=gender; him; default=her} thinking processes with words, numbers, and pictures.
- {formtext: name=first name; cols=8} does not usually ask for help when struggling with a math problem.
- {formtext: name=first name; cols=8} consistently applies sound problem-solving strategies when working on word problems.
- {formtext: name=first name; cols=8} has difficulty following instructions to solve thinking word problems.
- {formtext: name=first name; cols=8} consistently follows instructions to solve thinking word problems.
- {formtext: name=first name; cols=8} has an outstanding math foundation.
- {formtext: name=first name; cols=8} is performing below average grade level in {formtext: name=insert math skill; cols=13}.
- {formtext: name=first name; cols=8} consistently produces excellent work when solving word problems.
- {formtext: name=first name; cols=8} has excellent communication skills and always justifies answers to word problems with clear evidence.
- {formtext: name=first name; cols=8} accurately solves word problems with sound strategic thinking, and requires little to no assistance from the teacher.
- {formtext: name=first name; cols=8} can understand word problem concepts but often rushes through {formmenu: name=gender; him; default=her} work, which causes mistakes.
- {formtext: name=first name; cols=8} understands but sometimes ignores relevant information in word problems.
- {formtext: name=first name; cols=8} can always digest information in a word problem and express it and communicate it succinctly to peers.

## 20 Grasp of Mathematical Concepts - Math Report Card Comments

- {formtext: name=first name; cols=8} has a {formmenu: name=rating; strong; default=average; weak} understanding of basic addition.
- {formtext: name=first name; cols=8} clearly displays a strong effort in math class, but still struggles with {formtext: name=insert math skill; cols=13}.
- {formtext: name=first name; cols=8} experiences difficulty in memorizing timetables.
- {formtext: name=first name; cols=8} demonstrates a {formmenu: name=rating; strong; default=average; weak} grasp of {formtext: name=insert math skill; cols=13}.
- Even with the teacher explaining {formtext: name=insert math concept; cols=16} on multiple occasions, {formtext: name=first name; cols=8} still struggles to retain it.
- {formtext: name=first name; cols=8} is quick and accurate in responding to math facts.
- {formtext: name=first name; cols=8} performs outstanding work in {formtext: name=insert math concept; cols=16}.
- {formtext: name=first name; cols=8}’s progress in learning about {formtext: name=insert math concept; cols=16} is inconsistent.
- {formtext: name=first name; cols=8} is performing below average expectation, not because of incapability, but because of distraction or {formtext: name=insert behavioral problem; cols=21}.
- {formtext: name=first name; cols=8} has a strong foundation in {formtext: name=insert math concept; cols=16}.
- {formtext: name=first name; cols=8} is consistently able to apply math skills and {formmenu: name=gender; him; default=her} understanding of {formtext: name=insert multiple math concepts; cols=24} to all learning activities.
- {formtext: name=first name; cols=8} has trouble with {formtext: name=insert math concept; cols=16} due to low motivation and effort.
- {formtext: name=first name; cols=8} makes a conscious effort to understand {formtext: name=insert math concept; cols=16}, but struggles to apply it when writing tests.
- {formtext: name=first name; cols=8} is extremely capable of combining their understanding of {formtext: name=insert math concept; cols=16} and applying them efficiently to complex problems.
- {formtext: name=first name; cols=8} has shown progress and growth in their understanding and application of {formtext: name=insert math concept; cols=16}.
- {formtext: name=first name; cols=8} has trouble memorizing certain math concepts, but takes great initiative in addressing them by writing notes and practicing after class.
- {formtext: name=first name; cols=8} shows initiative in learning about math concepts by attending tutoring sessions after school and asking for help in class when needed.
- {formtext: name=first name; cols=8} demonstrates inconsistent work in {formtext: name=insert math concept or skill; cols=22}.
- {formtext: name=first name; cols=8} shows impeccable prowess in retaining math processes and concepts.
- {formtext: name=first name; cols=8} has trouble sorting and classifying {formmenu: name=concept; default=shapes; colors; charts; prime numbers}.

## 20 Arithmetic Math Report Card Comments

- {formtext: name=first name; cols=8} is skilled in addition and subtraction, and can apply both concepts to word problems.
- {formtext: name=first name; cols=8} requires extra practice to excel in arithmetic.
- {formtext: name=first name; cols=8} has a solid understanding of how multiplication works, but could benefit from practicing timetable memorization more.
- {formtext: name=first name; cols=8} has a solid grasp of algebra and can solve for multiple variables.
- {formtext: name=first name; cols=8} has trouble understanding fractions and converting them into decimals.
- {formtext: name=first name; cols=8} demonstrates a consistent and sound understanding of arithmetic, but requires a lot of time to solve problems.
- {formtext: name=first name; cols=8} displays confidence when solving problems with addition, subtraction, multiplication, and division.
- {formtext: name=first name; cols=8} can solve algebra questions with accuracy and confidence.
- {formtext: name=first name; cols=8} has a keen eye for detail and uses it effectively to interpret and answer algebra questions.
- {formtext: name=first name; cols=8} understands basic arithmetic functions but cannot apply them effectively.
- {formtext: name=first name; cols=8} has displayed a significant improvement in their memorization of the timetables.
- {formtext: name=first name; cols=8} uses number signs such as plus, minus, and equals to create sound mathematical sentences.
- {formtext: name=first name; cols=8} is confident when {formmenu: name=operators; adding; default=subtracting; multiplying; dividing} numbers.
- {formtext: name=first name; cols=8} is sometimes impatient in solving long algebra questions, which results in mistakes.
- {formtext: name=first name; cols=8} has a solid grasp of multiplication and division, but struggles to apply that knowledge when solving word problems.
- {formtext: name=first name; cols=8} doesn’t put enough effort into understanding basic arithmetic.
- {formtext: name=first name; cols=8} is performing poorly in math class and doesn’t make an effort to understand arithmetic.
- {formtext: name=first name; cols=8} makes a conscious effort to perfect {formmenu: name=gender; him; default=her} application of mathematical processes to test problems.
- {formtext: name=first name; cols=8} is not performing to {formmenu: name=gender; him; default=her} full potential in arithmetic.
- {formtext: name=first name; cols=8} struggles to solve arithmetic problems, but could benefit from asking for help more often.

## 20 Geometry Math Report Card Comments

- {formtext: name=first name; cols=8} has a solid understanding of basic angles and triangles.
- {formtext: name=first name; cols=8} struggles to understand the basic concepts of area and perimeter.
- {formtext: name=first name; cols=8} demonstrates a clear understanding of volume and mass.
- {formtext: name=first name; cols=8} understands the concept of volume and mass but struggles to apply that understanding to math problems.
- {formtext: name=first name; cols=8} exhibits a clear understanding of {formtext: name=insert geometry skill; cols=16} but struggles to apply that understanding to word problems.
- {formtext: name=first name; cols=8} knows basic shapes and can clearly identify and describe them.
- {formtext: name=first name; cols=8} knows the difference between {formtext: name=insert two similar geometric math concepts; cols=34}.
- {formtext: name=first name; cols=8} has a strong understanding of basic {formtext: name=geometric concept; cols=15} but fails to develop that knowledge to understand more complex topics in it.
- {formtext: name=first name; cols=8} is quick and efficient in identifying and differentiating right, obtuse, and acute angles.
- {formtext: name=first name; cols=8} has trouble understanding many geometric concepts, and would benefit from extra support if {formmenu: name=gender; he; default=she} asked for help.
- {formtext: name=first name; cols=8} has excelled and shown significant progress in {formmenu: name=gender; him; default=her} understanding of points and lines.
- {formtext: name=first name; cols=8} has shown steady progress in their application of geometric concepts.
- {formtext: name=first name; cols=8} always makes a strong effort to ask for help when struggling with a geometry math question.
- {formtext: name=first name; cols=8} has an advanced understanding of all geometric concepts and is performing excellently in class.
- {formtext: name=first name; cols=8} has an excellent grasp of radius, diameter, and circumference.
- While {formtext: name=first name; cols=8} has a medium understanding of circumference and area, {formmenu: name=gender; he; default=she} sometimes has trouble relating the two.
- {formtext: name=first name; cols=8} struggles with complementary, vertical, and supplementary angles.
- {formtext: name=first name; cols=8} understands the characteristics of different kinds of triangles, but struggles to create them using a protractor.
- {formtext: name=first name; cols=8} has an outstanding understanding of all geometric concepts and is a great support to some of his classmates who have trouble with some concepts.
- {formtext: name=first name; cols=8} has a below-grade level understanding of all geometric concepts, and requires more support in solving simple geometric problems.

## Graphs - Math Report Card Comments

- {formtext: name=first name; cols=8} is great at reading and interpreting charts and graphs but has trouble creating them.
- {formtext: name=first name; cols=8} has a superior knowledge of several graphing methods.
- {formtext: name=first name; cols=8} has a solid understanding of interpreting and creating line graphs, pie graphs, and bar graphs.
- {formtext: name=first name; cols=8} can clearly display complex data in a variety of graphs, including line graphs and pie graphs.
- With assistance, {formtext: name=first name; cols=8} can display complex data in many types of graphs.
- {formtext: name=first name; cols=8} understands how graphs work but has trouble interpreting data presented in them.
- {formtext: name=first name; cols=8} has trouble using a ruler and creating neat, tidy graphs, due to sloppiness.
- {formtext: name=first name; cols=8} has a solid understanding of line graphs, pie graphs, and bar graphs but struggles to decide which graph is best suited for each particular scenario.
- {formtext: name=first name; cols=8} has strong judgment in determining which graph is most suitable for different problems.
- {formtext: name=first name; cols=8} can create graphs using both simple and complex data.
- With assistance, {formtext: name=first name; cols=8} can create graphs using simple and complex data.
- {formtext: name=first name; cols=8} is great at creating graphs but has difficulty in explaining correlations.
- {formtext: name=first name; cols=8} has shown significant improvement in {formmenu: name=gender; him; default=her} ability to interpret data in graphs.
- {formtext: name=first name; cols=8} can create accurate and neat graphs with little to no assistance.
- {formtext: name=first name; cols=8} has an excellent grasp of pie charts and bar graphs but {formmenu: name=gender; he; default=she} struggles to interpret line graphs.
- {formtext: name=first name; cols=8} can create tables but sometimes mislabels the data by rushing {formmenu: name=gender; him; default=her} work.
- {formtext: name=first name; cols=8} requires more effort to effectively create line graphs.
- {formtext: name=first name; cols=8} creates satisfactory line graphs, bar graphs, and pie graphs but has the potential to create excellent ones.
- {formtext: name=first name; cols=8} interprets and creates all graphs with confidence and accuracy.
- {formtext: name=first name; cols=8} lacks confidence when working with graphs.

## Measurement Math Report Card Comments

- {formtext: name=first name; cols=8} understands basic units of measure for length, width, and height, such as inches, feet, centimeters, and meters.
- {formtext: name=first name; cols=8} understands and effectively uses measurement units for temperature, including Fahrenheit and Celsius.
- {formtext: name=first name; cols=8} has a solid grasp of measurement tools for time, such as hours, minutes, and seconds, and can effectively interpret a clock.
- {formtext: name=first name; cols=8} is precise in their use of a ruler, and they can measure various distances in meters, centimeters, and millimeters.
- {formtext: name=first name; cols=8} is knowledgeable about different units of measurement and how to convert them, i.e., converting kilograms to grams.
- {formtext: name=first name; cols=8} has a solid understanding of basic measurement units for volume, mass, and weight, but struggles to convert them into each other for word problems.
- {formtext: name=first name; cols=8} can use some measurement tools but struggles to use a protractor when solving problems.
- {formtext: name=first name; cols=8} is capable of using all measurement tools, including rulers, protractors, and scales, effectively.
- {formtext: name=first name; cols=8} understands how to count basic units of currency, including pennies, dimes, nickels, quarters, and dollars.
- {formtext: name=first name; cols=8} understands basic units of currency but struggles to convert them i.e. converting dollars into pennies.
- {formtext: name=first name; cols=8} has an advanced knowledge of units of currency and can convert them with ease.
- {formtext: name=first name; cols=8} understands how units of currency works and with assistance, can make change accurately.
- {formtext: name=first name; cols=8} struggles converting measurements to metric measurements including {formmenu: name=measurements; millimeters; default=centimeters; centigrade; multiple=yes}.
- {formtext: name=first name; cols=8} has an excellent understanding of units of measurement and can apply them to solve word problems with clarity and accuracy.
- {formtext: name=first name; cols=8} understands units of measurement but struggles to apply that knowledge to word problems.
- {formtext: name=first name; cols=8} solves complex word problems about measurement with ease and backs up his answers with sound evidence.
- {formtext: name=first name; cols=8} has difficulty understanding different units of measure for distance, such as feet, yards, miles, kilometers, etc.
- {formtext: name=first name; cols=8} has an impressive understanding of units of measurement and how to convert them.
- {formtext: name=first name; cols=8} performs below grade level on tests with measurement problems.
- {formtext: name=first name; cols=8} has shown significant improvement in {formmenu: name=gender; him; default=her} application of the knowledge of basic units of measure for volume, mass, and weight.

## Math Report Card Comments for Elementary School

- {formtext: name=first name; cols=8} has a positive and eager attitude when working on math problems.
- {formtext: name=first name; cols=8} can stay focused on {formmenu: name=gender; him; default=her} work for long periods of time, though {formmenu: name=gender2; he; default=she} requires a few reminders to do so.
- {formtext: name=first name; cols=8} often “forgets” to complete {formmenu: name=gender; him; default=her} homework.
- {formtext: name=first name; cols=8} always hands in {formmenu: name=gender; him; default=her} homework on time.
- {formtext: name=first name; cols=8} sometimes interrupts {formmenu: name=gender; him; default=her} classmates when speaking but overall actively participates in math discussions.
- {formtext: name=first name; cols=8} needs constant reminders to pay attention to math lessons.
- {formtext: name=first name; cols=8} has a strong sense of responsibility and discipline.
- {formtext: name=first name; cols=8} sometimes requires time extensions to complete assignments but {formmenu: name=gender; he; default=she} always performs excellently in those instances.
- {formtext: name=first name; cols=8} sometimes bothers and distracts other students in class.
- {formtext: name=first name; cols=8} demonstrates a high level of confidence when solving math problems.
- {formtext: name=first name; cols=8} completes all of {formmenu: name=gender; him; default=her} homework but usually hands it in late.
- {formtext: name=first name; cols=8} doesn’t always review {formmenu: name=gender; him; default=her} work, which leads to silly mistakes.
- {formtext: name=first name; cols=8} understands math concepts more than the majority of {formmenu: name=gender; him; default=her} peers but {formmenu: name=gender; him; default=her} work is very messy and untidy.
- {formtext: name=first name; cols=8} encourages other students to talk and otherwise interrupts math class.
- {formtext: name=first name; cols=8} comes off as shy during math discussions.
- {formtext: name=first name; cols=8} has trouble with math sometimes, but could benefit from learning how to ask for help.
- {formtext: name=first name; cols=8} can answer various math problems accurately but slowly.
- {formtext: name=first name; cols=8} is absent many days at a time, and could benefit from additional tutoring sessions.
- {formtext: name=first name; cols=8} lacks self-discipline and sometimes follow other classmates, who are up to no good.
- {formtext: name=first name; cols=8} needs more opportunities to practice his math skills at home.

## Math Report Card Comments for Middle School

- {formtext: name=first name; cols=8} demonstrates enthusiasm and excitement for math.
- {formtext: name=first name; cols=8} showed significant improvement in his mastering of {formtext: name=insert math concept or skill; cols=16}.
- {formmenu: name=gender; he; default=she} is now ready to learn about differential calculus.
- {formtext: name=first name; cols=8} struggles to find the motivation to care about math.
- {formtext: name=first name; cols=8} requires more effort in {formtext: name=insert math skill; cols=13}.
- {formtext: name=first name; cols=8} could benefit from extra tutoring in math.
- {formtext: name=first name; cols=8} makes a conscious effort to complete math problems accurately.
- {formtext: name=first name; cols=8} demonstrates interest in math but lacks confidence in {formmenu: name=gender; him; default=her} ability.
- {formtext: name=first name; cols=8} is competent in math but is often distracted by {formtext: name=insert distraction; cols=14}.
- {formtext: name=first name; cols=8} understands most math concepts but often makes careless mistakes.
- {formtext: name=first name; cols=8} has shown slower progress than expected in learning {formtext: name=insert math concept; cols=16}.
- {formtext: name=first name; cols=8} is confident and empowered enough to ask for help when needed.
- {formtext: name=first name; cols=8} digests math concepts quickly and enthusiastically.
- {formtext: name=first name; cols=8} is a wonderful mathematician.
- {formtext: name=first name; cols=8} has a very logical mind that helps him excel in math class.
- {formtext: name=first name; cols=8} has trouble listening to directions from {formmenu: name=gender; him; default=her} teacher.
- {formtext: name=first name; cols=8} rushes through math problems and doesn’t pay attention to detail.
- {formtext: name=first name; cols=8} gets overwhelmed easily when {formmenu: name=gender; he; default=she} can’t solve a math problem.
- {formtext: name=first name; cols=8} has a negative attitude towards math and is often hesitant to try solving math problems.
- {formtext: name=first name; cols=8} asks a lot of questions and make a conscious effort to ask for help when needed.

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