Anonymous wrote:
22:45 here - My ES in math kid tends to go crazy on math assignments...he does the basic work but then writes almost proofs or long explanations of what he's doing, spontaneously provides other examples, gives the teacher new problem sets on the back. He also uses much larger numbers than the worksheets might suggest, so if it is a simple thing on even and odds (just an example, this is something they did much earlier in the year), he will compare numbers in the millions or something with decimals, etc. He also does things with negative numbers, fractions, etc. He basically just challenges himself for fun on the worksheets.Thats great and exactly what I think ES is intended to be... not just that everything was done correctly but that student went above and beyond what was asked for...
Anonymous wrote:22:45 here - My ES in math kid tends to go crazy on math assignments...he does the basic work but then writes almost proofs or long explanations of what he's doing, spontaneously provides other examples, gives the teacher new problem sets on the back. He also uses much larger numbers than the worksheets might suggest, so if it is a simple thing on even and odds (just an example, this is something they did much earlier in the year), he will compare numbers in the millions or something with decimals, etc. He also does things with negative numbers, fractions, etc. He basically just challenges himself for fun on the worksheets.
Anonymous wrote:It really depends on the teacher and the kid. I have one child who really is "ES" material from where I sit. He got a few scattered ES's last year, but this year has gotten almost all ES's both quarters. I chalk this up to different teachers, not to his suddenly being ES in everything. My other kids both brought home straight P's and this seems right, too.
Anonymous wrote:Absolutely hate this new report card. It really tells me absolutely nothing. But to answer your question, 3rd grader did get some ES grades. One in the first quarter; 7 this quarter.