I agree that it is frustrating to see that in the report cards. However, when it comes to the conference, I would suggest keeping in mind what your ultimate goal is. Is it to get her to admit that she graded inconsistently and inaccurately? Or is it to get more challenging material for your daughter? I think the big goal is the second right? I fear that focusing too much on what the report card says will take away from this larger goal. She may become defensive and resistant, making her less willing to do anything extra for your child. I would argue, actually, that the lower effort grades actually help your cause: if she is pulling 100% without effort, then clearly the material is not meeting her needs. So perhaps there is a way to use the grades as a way to make your case for more challenging work, rather than get into a battle over whether your dd was cheated. I have faced these kinds of situations myself and its frustrating but sometimes you have to let them go in order to keep focus on the bigger goal of getting your child an education that meets her needs, kwim? Ultimately, grades in early elementary have very little meaning. The only time it would be concerning is if they tried to exclude her from enrichment programming based on something in the report cards. To guard against this, I would suggest saving everything, (especially all of those 100% quizzes!) so that you have your own evidence of her performance and can challenge them if they try to say she's not doing enough to "earn" enrichment.

I would also go into the meeting with the attitude that you appreciate the teacher's efforts and knowledge about gifted students, so she of course understands the need for challenging work. "I am so glad that dd has a teacher this year that has experience with gifted students and can recognize her needs for more challenging work whereas other teachers might not have the skills and training to recognize this. How can we work together to find that 'just right' level for my dd?" Something along these lines compliments the teacher, makes her feel recognized and appreciated, and is more likely to make her want to help your dd than a conflict over grading would. But it also makes it difficult for her to get out of taking the position that your dd needs more challenge. And if you have them, I would bring to the conference those quizzes and work that she is acing as evidence that she isn't being appropriately challenged.

Just my 2 cents, I think that I would try something like this rather than attacking the grading which might alienate the teacher, especially since your dd has a whole year ahead of her with this teacher!