One thing that might be helpful to keep in mind is that, as best as I understand it - experts chime in here! - computational math and math fluency call on quite different abilities than conceptual math. There have been many discussions on this board of children who are much stronger in one vs. the other. Perhaps looking separately at the different skills involved in your DD's math may bring some patterns to light in terms of what is too hard and what is too easy? LDs can also affect one without the other; rapid retrieval of math facts seems particularly susceptible to a range of challenges, from slow processing speed to memory issues. Dyslexia or dysgraphia can affect the ability to correctly read a problem and/ or write a response, even when the math is well understood. Dyscalcula or NVLD would affect math skills more directly.
So, it's not uncommon around here to find children for whom school math is both too easy and too hard at the same time: for example, it might be conceptually too simple, but at the same time they cannot access their math facts quickly and finish their work on time.
