Report card comment examples

Manitoba report card comment examples

Browse Grade 4 math comment starters for Manitoba report cards. Each example describes a skill and suggests a next step. Choose the wording that fits, then add an example of what the student did.

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Reports · Compass PlusReport Card Comment StartersGrade 4 Mathematics · Full school year

Level 4Level 3Level 2Level 1

Level 3 · Good understanding and application of concepts and skills.Regenerate level

Curricular competenciesPR.3. Represent and describe patterns and relationships using charts and tables to solve problems.

Learning

[Student] represents and describes patterns and relationships using charts or tables and uses these representations to solve straightforward problems.

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Next step

A next step is to make a table for a similar pattern and write a one- or two-sentence description of the pattern rule before solving a related problem.

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The scale behind these examples

Manitoba achievement levels, set up in Compass

Level 4: Very good to excellent understanding and application of concepts and skills.
Level 3: Good understanding and application of concepts and skills.
Level 2: Basic understanding and application of concepts and skills.
Level 1: Limited understanding and application of concepts and skills.

Generated with Compass and lightly edited for clarity.

Manitoba · Grade 4 Mathematics

Manitoba Grade 4 Math comment examples

Mental math strategies and patterns in tables, from Level 4 down to Level 1.

Report card categoryMental math and estimation4.N.5 Describe and apply mental mathematics strategies such as skip-counting from a known fact, using halving/doubling, using doubling and adding one more group, using patterns in the 9s facts and using repeated doubling to develop an understanding of basic multiplication facts to 9 × 9 and related division facts.

Level 4Learning

[Student] accurately applies mental math strategies, such as doubling, to find multiplication facts and explains each step.

Next step

Use doubling to find related facts, such as 6 × 8 from 3 × 8. Explain the thinking in a short sentence.

Level 3Learning

[Student] uses mental math strategies, such as doubling, to find many multiplication facts and can describe the steps.

Next step

Explain each step aloud while using doubling with different multiplication facts, to build consistency.

Level 2Learning

[Student] uses doubling to find some multiplication facts, often with prompts or simple aids.

Next step

After a teacher models one example, double the result of 4 × 3 to find 8 × 3. Explain how the two facts are connected.

Level 1Learning

[Student] is beginning to recognize doubling as a mental math strategy and is not yet using it reliably to find multiplication facts.

Next step

With modelling and feedback, practise doubling small numbers and say each step aloud.

Report card categoryProblem solving4.PR.3 Represent and describe patterns and relationships using charts and tables to solve problems.

Level 4Learning

[Student] accurately shows patterns in charts and tables, states the rule and uses the table to predict values and solve related problems.

Next step

Make a table for a new pattern. Describe the rule in words and numbers, then predict the next three entries and explain why.

Level 3Learning

[Student] shows and describes patterns in charts and tables and uses them to solve straightforward problems.

Next step

Make a table for a similar pattern. Describe the rule in a sentence or two, then solve a related problem.

Level 2Learning

[Student] makes simple charts or tables that show a pattern, describes it in part and may need support to use a table to solve a problem.

Next step

Complete a table for several steps of a pattern. In one sentence, say what changes from one row to the next.

Level 1Learning

[Student] is beginning to show patterns in charts or tables and may need help to use a table to solve a problem.

Next step

With support, fill in the first few rows of a simple table for a pattern. Name the change between rows in a few words.

Report card comment starters

Start with what you taught

Choose the outcomes your class has covered and the reporting scale you use. Compass drafts a learning statement and a next step for each level. You can do this without entering student names, marks or work samples.

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How Compass creates starters without student information

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Getting started

Haven’t been tracking in Compass?

You can still use Comment Starters this term. Set up your class, then use Catch up on teaching to select the outcomes you’ve already taught. Open Report Card Comment Starters in Reports to create your starters.

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Read the comment starters guide in Learn & Support

Watch the catch-up walkthrough

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Questions about Compass

Can I use my school’s reporting scale?

Yes. You can set up a custom scale with your school’s level names and add examples of the wording you usually use.

Does Compass write a separate comment for each student?

Compass creates starters for each reporting level from the outcomes your class has covered. You choose the starter that fits and add details from the student’s work.

Which plans include Report Card Comment Starters?

Report Card Comment Starters are included in Compass Plus and the CARL + Compass bundle.

Compass for teachers

Create custom starters for your class

Use your class’s outcomes, your reporting scale and the wording you normally use.

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Writing preferences Optional

Writing example[Student] is writing with more confidence this term and chooses details that bring a moment to life. Next, I’d like [Student] to explain why each detail matters.Guides wording and style. The learning and the level descriptions still guide the content.

Next-step emphasisexplaining ideas with evidence

Starters describe the learning, not a student. Don’t paste student names, work or marks.Update starters

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