BC report card comment examples

[Student] compares equivalent ratios using different representations and explains why the scaling factor works.

Create and solve a multi-step scaling problem in three different ways. Explain each scaling choice.

[Student] finds equivalent ratios by scaling and explains the factor used.

Make a ratio table for several examples. For each one, explain which factor was used to scale both quantities.

[Student] identifies some equivalent ratios and can sometimes explain how the quantities scale when prompted.

Complete a ratio table for a single-step scaling problem. Label the factor used for each new row.

[Student] is beginning to use ratios to describe a simple comparison, such as the number of red counters compared with the number of blue counters.

Match drawings or groups that show the same comparison. Explain how the counts are related.

[Student] converts accurately between improper fractions and mixed numbers and explains how whole groups and remainders determine each form.

Show how to convert improper fractions with different denominators. Explain the whole groups and remainder in each example.

[Student] converts between improper fractions and mixed numbers and uses a model to show that both forms represent the same amount.

Use a diagram and a few sentences to explain how to convert an improper fraction to a mixed number.

[Student] converts between improper fractions and mixed numbers in straightforward examples, with occasional errors in the grouping or remainder.

Group the pieces of a fraction model into wholes, then write the mixed number it shows.

[Student] is beginning to work with mixed numbers and can sometimes identify the whole-number part in a model.

Use a fraction model to separate the whole groups from the pieces left over. Write the mixed number it shows.

[Student] explains and justifies mathematical ideas with clear reasoning, precise terms and supporting examples.

Justify one solution method. State the method, show the steps and give an example that illustrates the reasoning.

[Student] explains mathematical decisions using relevant terms and gives reasons or examples to support them.

Choose a solved problem and explain each key decision using mathematical terms.

[Student] explains mathematical ideas in simple terms and may need prompts to give supporting reasons.

Explain a solution in two or three sentences and give one reason for choosing that method.

[Student] is beginning to explain mathematical decisions in words or drawings and may need help making the reasoning clear.

Draw a solution and write one sentence explaining a decision made along the way.

[Student] explains the roles and interactions of the excretory, reproductive, hormonal and nervous systems and connects those interactions to how the body maintains balance.

Choose one body function. Explain how two of these systems work together to support it, using scientific terms.

[Student] identifies the basic structures and primary functions of the excretory, reproductive, hormonal and nervous systems.

Describe one structure in each system and how it supports the system’s main function.

[Student] recognises some structures of the excretory, reproductive, hormonal and nervous systems and describes at least one function for each.

Label a diagram of each system. Write a sentence explaining what each labelled part does.

[Student] is beginning to identify basic parts of the excretory, reproductive, hormonal or nervous systems.

Use a classroom resource to identify three parts of one system and describe what each part does.

[Student] analyses how the positions and motions of planets and other components in our solar system relate to their apparent movement from Earth and to the solar system’s place in the galaxy.

Build a model showing the positions and orbits of objects in the solar system. Use it to predict a change we can observe from Earth and explain the prediction.

[Student] describes the positions and motions of major solar system components and recognises the solar system’s location within the galaxy.

Draw and label the positions and movements of key objects in the solar system. Explain one feature of the diagram.

[Student] recognises major components of the solar system and can describe one aspect of their position or motion.

Match each major component with a brief description of its motion or position and explain one example in one sentence.

[Student] names a few familiar parts of the solar system, such as the Sun and Earth.

Use a poster or model to locate the Sun, Earth and one other object. Share one fact about each.

[Student] asks scientific questions that identify variables to investigate and explains what evidence would help answer each question.

Design a clear investigation plan that identifies variables, predicts possible outcomes, and explains how the data collected would answer the question.

[Student] identifies clear scientific questions or problems that can be investigated and suggests appropriate ways to gather evidence.

Choose one question and outline a simple way to collect evidence that could help answer it.

[Student] suggests scientific questions about things that can be observed.

Choose a question and list the observations or measurements that could help answer it.

[Student] notices things in the world around them and is beginning to ask questions they could investigate.

Write one question about something observed in class. Name two things to look for when investigating it.

[Student] explains globalization and economic interdependence by analysing complex connections between specific producers, consumers and trade relationships and discussing implications for communities.

Trace one product’s international connections. Explain how the choices of producers, consumers or traders affect particular communities.

[Student] describes globalization and economic interdependence by explaining how producers and consumers are linked and noting basic effects on communities.

Give one clear example of how a change in a trade connection can affect producers or consumers in another place.

[Student] identifies some ways globalization and economic interdependence connect people, goods and places and recognises a few effects of those connections.

Choose one connection between where a product is made and where it is used and describe one direct effect on a community.

[Student] is beginning to explain how the movement of people, goods or services connects places and can affect communities.

Name a product made in one place and used in another. Explain one way it connects those places.

[Student] analyses the interaction of urbanization and migration by comparing causes and consequences across multiple places and time frames.

Compare two regions. Explain how the reasons people moved were connected to changes in each region’s cities.

[Student] identifies reasons people move to cities and describes common effects of migration on urban communities.

Find two examples of people moving to a city. Describe what prompted each move and how it affected the city.

[Student] recognises that migration and urbanization are linked and can name at least one cause of migration and one effect on a city.

Make a simple cause-and-effect chart showing one reason people migrate and one resulting change in a city.

[Student] is beginning to describe how people moving to a city can change how it looks or works.

Find and describe one simple example of something that changes in a city when more people move there.

[Student] designs and conducts a sustained inquiry using focused questions and multiple sources to reach a well-reasoned conclusion and communicate findings.

Refine the inquiry question for clarity and add two different source types, noting how each source supports the conclusion.

[Student] uses social studies inquiry skills to ask focused questions, gather relevant information from a few sources, and communicate clear findings.

Add one reliable source to the inquiry and revise the findings paragraph to include evidence from that source.

[Student] asks questions, gathers information and shares initial findings with some supporting details.

Write one clear inquiry question and collect two sources that directly relate to that question.

[Student] asks simple questions and is beginning to find information that helps answer them.

Write one clear question about a social studies topic and find one source that helps answer it.