Mathematics Report Comments for Cambridge Stages 4-6
Maths covers number (counting, place value, fractions, decimals, percentages, ratio and calculation), algebra in Stages 7-9, geometry and measure, and statistics and probability, with Thinking and Working Mathematically (trying examples, spotting and explaining patterns, comparing and improving methods) running through all of them.
Below are 13 sample sentences for Stages 4-6: two strengths and one next step for each of the 4 comment levels (Extending / Secure / Developing / Beginning), plus a tip for families. They are a small selection from the 440 mathematics sentences in the full pack. Copy one, then add a detail only you know about the student.
Jump to: Extending · Secure · Developing · Beginning · Writing tips
Fills in the name and pronouns on this page. Nothing is sent anywhere.
Extending E
Strengths
- [Name] predicts where a shape will be after a reflection in a mirror line, draws it precisely on a square grid and explains how to check it.
- Working with data, [Name] asks [his/her/their] own questions about a chart and finds the answers by reading it closely.
Next step
- Solving problems with negative numbers in context, such as temperature changes, would extend [Name]'s number work.
Secure S
Strengths
- In problem solving, [Name] organises [his/her/their] work in a table or list so that no possibility is missed.
- When solving word problems, [Name] can pick out the important numbers and decide which operation to use in familiar situations.
Next step
- Measuring and drawing angles with a protractor, estimating each one first, will build [Name]'s geometry.
Developing D
Strengths
- When reading timetables, [Name] sometimes needs support to work out how long a journey takes, especially across the hour.
- In maths, [Name] is making progress with explaining what a chart shows, using a sentence starter to begin.
Next step
- Converting 12-hour times to 24-hour times with a clock diagram will help [Name] read timetables.
Beginning B
Strengths
- During problem solving, [Name] is beginning to record ideas in a simple table that the teacher has started.
- When the teacher models a method first, [Name] can follow the steps and use the method for a similar calculation with visual support.
Next step
- Lining up the zero on a ruler with the end of an object, with an adult checking, will help [Name] measure lengths.
Support at home
- Looking at a clock together and talking about how long it is until the next meal or activity helps with telling the time.
How to write mathematics comments for Stages 4-6
- Stages 4-6 work moves into topics such as fractions, decimals and percentages, area and perimeter, or the mean and median. Name the one the student handles well and the one to work on, rather than summing up maths in general.
- Describe what the student does with a word problem: drawing a bar model, picking out the important numbers, checking with the inverse operation. A target such as estimating the answer first is concrete.
- Thinking and Working Mathematically is easy to overlook. If the student tests a pattern with more examples or spots a mistake in a worked example, say so in plain words.
Watch out: Avoid summing up maths as being quick with numbers. Speed is not the same as understanding, so describe one thing the student does well and one habit, such as checking with an estimate, to work on.
The four levels describe how independently and securely the student shows what has been taught, never a grade or a test result. Extending suits accurate, independent work applied to unfamiliar tasks, with reasons explained; Secure suits accurate work in familiar tasks with occasional support; Developing suits learning shown sometimes, or with a model, word bank or worked example; Beginning names what is starting to show and the support that helps. Show the level through the work rather than writing the level word.
What Mathematics covers
Strands and skills covered for mathematics:
- Number: counting and sequences, integers and powers, place value, ordering and rounding, fractions, decimals, percentages, ratio and proportion, calculation
- Algebra (Stages 7-9): expressions, equations, formulae, sequences, functions and graphs
- Geometry and Measure: time, shapes and geometrical reasoning, measures, position and transformation
- Statistics and Probability: collecting, recording, presenting and interpreting data, and chance
- Thinking and Working Mathematically: specialising and generalising, conjecturing and convincing, characterising and classifying, critiquing and improving
More Cambridge Primary and Lower Secondary comments
- English, Stages 4-6
- English as a Second Language, Stages 4-6
- Mathematics, Stages 1-3
- Mathematics, Stages 7-9
- Science, Stages 4-6
- Global Perspectives, Stages 4-6
- Computing, Stages 4-6
- Art & Design, Stages 4-6
- Music, Stages 4-6
- Physical Education, Stages 4-6
- Opening and closing sentences
- All Cambridge Primary and Lower Secondary skills and grade bands
- For the same report: EAL / ESL Report Comments, Ages 5-18, ATL Skills Report Card Comments, Grades K-5 and ATL Skills and Learner Profile Report Comments, Ages 11-16
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How these sentences were made, and what has been checked: About these comments.
Not affiliated with or endorsed by Cambridge University Press & Assessment or Cambridge International Education. "Cambridge" is used only to describe the curricula these comments are written for.