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Maths report comments: examples for Foundation to Year 10, A to E

Original maths report comments for Foundation to Year 10, grouped by A–E level and tied to v9 number, algebra, measurement, statistics and reasoning skills.

✓ By the TeacherPay AU Editorial Team · fact-checked against official sources Updated 20 October 2026 9 min read
On this page (9 sections)
  1. What the maths curriculum asks for
  2. Foundation to Year 2 maths comments
  3. Years 3 and 4 maths comments
  4. Years 5 and 6 maths comments
  5. Years 7 to 10 maths comments
  6. Strand and proficiency sentences
  7. Next steps for maths that parents can support
  8. Common mistakes in maths comments
  9. FAQs

The short answer

A strong maths report comment states the student's achievement against the year-level standard, names one or two specific skills (such as place value, fractions or solving multi-step problems), mentions how they reason and explain their thinking, and gives one precise next step. Avoid 'good at maths'; say what they can actually do.

  • Name the content: number, algebra, measurement, space, statistics or probability
  • Comment on reasoning and problem solving, not just accuracy
  • Next steps should be specific: 'recall times tables to 10 × 10', not 'practise maths'

What the maths curriculum asks for

Australian Curriculum Mathematics (Version 9.0) is organised into six strands: number, algebra, measurement, space, statistics and probability. Running through all of them is mathematical proficiency: understanding, fluency, reasoning and problem solving. A student can be fluent with procedures and still struggle to reason about an unfamiliar problem, and a good comment notices the difference.

Each year level has an achievement standard, and a C grade means the student has met it. Victorian government schools report against Victorian Curriculum Mathematics 2.0, and from 2026 the department requires a single overarching teacher judgement for Mathematics each semester. NSW reports against the NSW Mathematics K–10 syllabus. The comments below use content common to all three, so they adapt easily. For general structure, see how to write report card comments.

Write this student's comment in seconds Add your notes, pick the year level and grade, and get three polished comments to choose from. Your first set is free.

Foundation to Year 2 maths comments

Early years maths comments focus on counting, number sense, early addition and subtraction, patterns, shapes and comparing measurements. Parents value hearing exactly how far their child can count and what they can do with numbers.

Foundation to Year 2, by achievement level
LevelComment
A[Name] has an extensive understanding of number for this year level. They count forwards and backwards confidently beyond 100, partition numbers in different ways and explain the strategies they use to add and subtract. [Name] notices patterns quickly and can describe and continue them. Their next step is to solve simple problems that involve more than one step.
B[Name] counts accurately, recognises numbers to [number] and uses objects and drawings to solve addition and subtraction problems. They sort shapes by their features and use mathematical words such as 'longer' and 'heavier'. [Name]'s next step is to use known facts, like doubles, to work out new ones.
C[Name] has achieved a sound standard in Mathematics. They count to [number], recognise and order numbers and can add small groups of objects. [Name] names common 2D shapes and describes simple patterns. Their next step is to count on from a given number rather than starting from one.
D[Name] is developing their understanding of number. They can count to [number] with support and match numbers to groups of objects. [Name] enjoys hands-on maths activities. Their next step is to practise counting objects one by one, touching each as they count, in everyday situations at home.
E[Name] is at an early stage of developing number concepts and is receiving extra support. They can count to [number] and recognise some numerals. [Name] is most successful when using concrete materials. Their next step is to reliably count a group of up to [number] objects.

Years 3 and 4 maths comments

In Years 3 and 4, comments typically cover place value to the thousands and beyond, multiplication facts, early fractions, time, measurement with formal units and simple data displays.

Years 3–4, by achievement level
LevelComment
A[Name] demonstrates an extensive understanding of number and applies it flexibly. They recall multiplication facts quickly, solve multi-step word problems efficiently and explain their reasoning clearly. In our fractions unit, [Name] compared and ordered fractions using a number line. Their next step is to tackle open-ended problems with more than one solution.
B[Name] has a thorough understanding of place value and uses it to add and subtract larger numbers accurately. They recall most multiplication facts and are confident telling time. [Name] interprets data in tables and graphs well. Their next step is to check answers against an estimate to catch errors.
C[Name] has achieved a sound standard in Mathematics. They understand place value to [number], add and subtract using written strategies and are building recall of the 2, 5 and 10 times tables. [Name] measures length using formal units. Their next step is to learn the 3 and 4 times tables to support quick mental calculations.
D[Name] is working towards the expected standard. They can add and subtract two-digit numbers with concrete materials and are beginning to understand multiplication as equal groups. [Name] persists well when a task is challenging. Their next step is to practise skip counting by 2s, 5s and 10s to build fluency.
E[Name] is developing early number skills and is supported through small-group lessons. They can count, read and write numbers to [number] and solve simple addition problems using objects. Their next step is to understand place value in two-digit numbers using tens and ones.

Years 5 and 6 maths comments

Upper primary comments can refer to fractions, decimals and percentages, multiplication and division strategies, area and volume, angles, the Cartesian plane, and chance and data. Reasoning matters more each year.

Years 5–6, by achievement level
LevelComment
A[Name] has an extensive understanding of the number system and moves fluently between fractions, decimals and percentages. They choose efficient strategies for multi-step problems and justify their solutions with clear mathematical language. [Name] is ready for extension work in algebraic thinking and problem solving.
B[Name] demonstrates a thorough understanding of multiplication and division and applies it to solve problems involving money and measurement. They calculate area and perimeter accurately. [Name]'s next step is to explain their reasoning in writing, showing each step of their working.
C[Name] has achieved a sound standard in Mathematics this semester. They multiply and divide using written strategies, compare decimals and calculate the area of rectangles. [Name] constructs and interprets simple graphs. Their next step is to build confidence converting between fractions, decimals and percentages.
D[Name] is working towards the expected standard. They can solve multiplication problems with support and are developing their understanding of fractions using diagrams. [Name] works best when problems are broken into steps. Their next step is to improve recall of multiplication facts to 10 × 10.
E[Name] has found this semester's mathematics challenging and is working on adjusted tasks with support. They can add and subtract whole numbers using written strategies and are beginning to understand multiplication as repeated addition. Their next step is to recall the 2, 5 and 10 multiplication facts.

Years 7 to 10 maths comments

Secondary maths comments are short and topic-led. Mention the unit (linear equations, Pythagoras, trigonometry, statistics), the student's accuracy and reasoning, and their study habits, because those drive results in tests.

Years 7–10, by achievement level
LevelComment
A[Name] has demonstrated an extensive understanding of [topic] this semester. They solve complex, unfamiliar problems with accuracy and set out clear, logical working. [Name] should consider extension opportunities such as maths competitions to keep challenging themselves.
B[Name] has a thorough understanding of [topic] and performs well in both routine and problem-solving questions. Their working is generally clear. To reach the highest level, [Name] should spend more time on the challenging questions at the end of each exercise.
C[Name] has achieved a sound standard in Mathematics. They apply standard procedures in [topic] accurately and are developing their problem-solving skills. [Name]'s next step is to review their mistakes after each test and practise similar questions.
D[Name] is working towards the expected standard. They can complete routine questions in [topic] with guidance but find multi-step problems difficult. [Name] would benefit from completing homework regularly and asking for help in class as soon as they are unsure.
E[Name] has found the content of this semester challenging. They have shown understanding of [specific skill] and work well with support. [Name]'s next step is to consolidate [foundational skill], and they are encouraged to attend [support option] for extra help.

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Enter year level, grade, the topics covered and the student's strengths and next steps. Get several personalised maths comments in seconds, using [Name] and your chosen pronoun.

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Strand and proficiency sentences

Use these single sentences to make any comment fit a student. Pick one or two that match what you actually saw.

Mix-in sentences by strand
StrandSentence
Number[Name] uses place value to read, write and order numbers with confidence.
Number[Name] recalls multiplication facts quickly and uses them to solve division problems.
Algebra[Name] identifies and describes number patterns and uses them to make predictions.
Algebra[Name] solves linear equations accurately and checks solutions by substitution.
Measurement[Name] chooses appropriate units and measures accurately.
Measurement[Name] reads analogue and digital time and calculates elapsed time.
Space[Name] describes the features of 2D shapes and 3D objects using correct terms.
Statistics[Name] collects data, chooses a suitable graph and describes what it shows.
Probability[Name] uses the language of chance to describe the likelihood of events.
Reasoning[Name] explains and justifies their thinking clearly, using diagrams where helpful.
Problem solving[Name] perseveres with unfamiliar problems and tries more than one approach.
Fluency[Name] calculates accurately and efficiently using mental and written strategies.

Next steps for maths that parents can support

Specific, practical next steps

  • Recall multiplication facts to 10 × 10 through short daily practice
  • Estimate before calculating, then check the answer is reasonable
  • Show all working in multi-step problems
  • Read word problems twice and underline the key information
  • Practise telling the time on an analogue clock at home
  • Use money in real situations, such as working out change
  • Review errors after each test and redo similar questions
  • Use mathematical vocabulary when explaining a solution

Common mistakes in maths comments

The most common weakness is a comment about attitude with no maths in it: 'works hard and is a pleasure to teach' tells a parent nothing about whether their child can multiply. Second, avoid listing every topic covered; choose one or two that show where the student is. Third, don't call a student 'weak at maths' or 'not a maths person'. Describe the skill they are building and how. Our page on report comments for struggling students has kind, honest wording for D and E grades.

Finally, be careful with test scores. If you mention a mark, explain what it means against the year-level expectation; a parent may read 62 per cent as a near-fail when it reflects a sound standard on a challenging test.

Writing English next? Use our English report comments. For science and humanities, see science and HASS comments.

Frequently asked questions

What do you write in a maths report comment?
State the student's achievement against the year-level standard, name one or two specific skills they have shown, comment on their reasoning or problem solving, and give one precise next step, such as learning particular times tables.
How do you describe a student who is good at maths?
Describe what they do: calculates accurately and efficiently, chooses effective strategies, explains and justifies reasoning, and applies skills to unfamiliar problems. Then give them an extension next step.
What is a good maths next step for a report?
Choose something specific and achievable, such as recalling the 3 and 4 times tables, showing working for multi-step problems, or estimating before calculating. Avoid vague steps like 'practise maths at home'.
What are the strands of the Australian maths curriculum?
Version 9.0 has six strands: number, algebra, measurement, space, statistics and probability. The proficiencies of understanding, fluency, reasoning and problem solving run across all of them.
Should I mention test results in a maths comment?
Only if it helps the parent understand the grade, and explain what the result means against the expected standard. Most schools prefer comments to describe skills rather than marks.
How long should a maths report comment be?
About 60 to 100 words in primary and 40 to 80 words in secondary is typical. Check your school's character limit in the reporting system.
How do I write a maths comment for a student well below the standard?
Be honest about where they are, name a specific skill they can do, describe the support in place and give one small next step. Use phrases like 'is developing' and 'with support' rather than 'cannot'.

Sources we checked · last verified 2026-10-20

  1. 1.ACARA: Australian Curriculum Version 9.0 (Mathematics)
  2. 2.Victorian Department of Education: Reporting student achievement and progress policy
  3. 3.NSW Curriculum: Reporting and using grades
  4. 4.QCAA: Australian Curriculum reporting advice and guidelines

About this page

Written and fact-checked by the TeacherPay AU Editorial Team against the enterprise agreements, awards and official pages listed in the sources. It is general information, not personal financial, tax or legal advice. Spotted something out of date? Tell us and we'll fix it, usually within a day. See our editorial policy and how we calculate.

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