NSW report comments: Mathematics — examples + next steps

How Mathematics is reported in NSW primary schools

Mathematics is reported as one key learning area with a single overall A–E achievement grade, an optional effort rating (High, Satisfactory or Low) and one teacher comment. Kindergarten reports use effort and descriptive comments only.

As with English, there is no requirement to quote syllabus outcome codes in K–6 reports. Describe the mathematics the student can do, in language parents understand.

A simple maths evidence structure

• What they can do (skill or strategy).
• Where they use it (context or problem type).
• How they show it (work sample, explanation, accuracy).
• Next step (a specific strategy or practice focus, not vague "needs to practise").

Number and fluency example comments

Examples

• "[Student] demonstrates excellent mental computation skills and quickly recalls number facts. He applies mathematical understanding to real-world situations with confidence. When solving written problems, [Student] is encouraged to read questions carefully and show all working out. Continued practice with multi-step problems will develop greater accuracy and confidence."
• "[Student] demonstrates sound understanding of place value and can represent numbers in different ways. She uses efficient strategies for addition and subtraction and is developing confidence with multiplication facts. Next steps include partitioning numbers to support mental calculation."
• "[Student] is building accuracy with written methods and benefits from checking work step by step. He recalls some number facts and uses concrete materials to support calculation. To improve fluency, [Student] will practise number facts regularly and choose an efficient strategy for each problem."

Working mathematically example comments

Examples

• "[Student] explains how she solved a problem and can compare two strategies to decide which is more efficient. She justifies answers using diagrams and number sentences. Next steps include using precise mathematical language when describing patterns and relationships."
• "[Student] is developing confidence solving unfamiliar problems. He persists with challenges and uses estimation to check whether answers are reasonable. To extend his reasoning, [Student] is encouraged to break problems into smaller parts and explain each step."
• "[Student] measures with increasing accuracy and chooses appropriate units in familiar contexts. She collects and organises data and describes what a graph shows in clear statements. Next steps include interpreting scale on graphs and explaining what the data suggests."

Matching the comment to the A–E grade

The written comment should justify the grade recorded. A student receiving an A should be described with language like "applies highly developed skills across a variety of contexts", while a C-grade comment describes sound achievement of the main content in familiar contexts.

Examples

• "A-grade phrasing: [Student] applies highly developed skills across a wide variety of contexts and explains her reasoning clearly to others."
• "C-grade phrasing: [Student] demonstrates sound knowledge and understanding of the main areas of content and applies skills in familiar contexts with steady accuracy."
• "D/E-grade phrasing: [Student] applies skills and processes in routine contexts with guidance and is building foundational number skills with guided practice."