Mathematics Classroom Observation
Campus Name:_______________________________
Date:__________________________
Teacher Name:____________________________
Time:________________________
Lesson observed based on grade level standards: Yes No
I.
Recommendations:

4
5
Sparsely
equipped
3
4
Inhibited interactions
among students
 Rearrange classroom to facilitate student interactions
(such as partners or small groups).
5
Facilitated interactions
among students
3. Classroom Displays:
1
2
 Post important mathematics content information.
3
4
Limited displays
1.
5
Rich collection of
appropriate displays
including student work
 Display samples of student work.
Classroom Organization/ Grouping:
Recommendations:
 Structure lessons to include activities so that students are
grouped in multiple ways.
Indicate the major way(s) in which student activities were structured.
As a whole group
Additional math manipulatives and/or resources should
be acquired for this classroom.
Rich in resources
2. Room Arrangement:
1
2
II.
Grade Level/Course:_____________________________
Scope & Sequence Resource Being Used:_________________________
Physical Environment:
1. Classroom Resources:
1
2
3
Room Number:__________
As small groups
As pairs
As individuals
2. Indicate the major way(s) in which students engaged in class activities.
 Entire class was engaged in the same activities at the same time.
 Groups of students were engaged in different activities at the same time.
1
 Identify special class populations that need “extended” or
“reinforcement” activities that will meet their individual
needs.
III.
Instructional Strategies and Activities:
Notes:
A. Listened to a presentation:
 By teacher (would include: demonstrations, lectures, media presentations, extensive procedural
instructions)
 By student (would include: informal, as well as formal, presentations of their work)
 By guest speaker/ “expert” serving as a resource
B. Engaged in discussion:
 Whole group
 Small group/pairs
C. Engaged in problem solving:
 Worked with manipulatives
 Played a game to build or review knowledge/skills
 Followed specific instructions to engage in activity
 Recorded, represented and/or analyzed data
 Provided informal communication regarding problem
D. Engaged in reading/reflection/written communication about mathematics:
 Read about mathematics
 Answered textbook/worksheet questions
 Reflected on readings, activities, or problems individually or in groups
 Prepared a written report
 Wrote a description of a plan, procedure, or problem-solving process
 Wrote reflections in a notebook or journal
E. Used technology/audio-visual resource:
 To develop conceptual understanding
 To learn or practice a skill
 To collect data
 As an analytic tool (spreadsheets or data analysis)
 As a presentation tool
 For word processing or as a communication tool (e-mail, Internet, Web)
F. Other activities:
Specify:__________________________________________________________
2
Lesson Design Key Indicators:
Ratings:
Not
at
all
1. The lesson reflected careful planning and
organization.
2. The instructional strategies and activities used in
this lesson reflected attention to students’
experience, preparedness, and/or learning styles.
Recommendations:
To a
great
extent
Don’t
know
N/A
6
7
1 2 3 4 5
1 2 3 4 5
6
 Prior preparation of materials and resources will
increase the flow and ease of the lesson.
7
 During prior planning, think through or visualize steps
of the lesson to anticipate areas that need specific
attention or organization.
 The use of the following resources or materials would
have increased student understanding:
3. The instructional strategies and activities
1 2 3 4 5
reflected attention to issues of access, equity, and
diversity for students (ie: use of “wait time,”
cooperative learning, language-appropriate
strategies/materials).
6
7
4. The design of the lesson encouraged a
collaborative approach to learning.
1 2 3 4 5
6
7
 Try a variety of instructional arrangements such as
partnerships, small groups, cooperative groups, etc.
5. The resources available in this lesson contributed 1 2 3 4 5
to accomplishing the purposes of the instruction.
6
7
 Allow students time to make observations,
clarifications, or justifications during questioning or
discussion time.
6. Adequate time and structure were provided for
wrap-up and closure.
1 2 3 4 5
6
7
 Allow more time for students to summarize their
learning (orally or written).
7. Assessments of students were consistent with
instruction.
1 2 3 4 5
6
7
 Develop ways to determine student understanding
(assessment) during the lesson or as part of the wrap
up.
 Increase the amount of “wait time” after posing
questions.
3
Lesson Implementation Key Indicators:
Ratings:
Not
at
all
Recommendations:
To a
great
extent
Don’t
know
N/A
1. The instructional strategies were consistent with
an interactive approach.
1 2 3 4 5
6
7
 Design or utilize other resources to plan and implement
a more interactive lesson that utilizes a variety of
instructional arrangements and strategies.
2. The teacher appeared confident in his/her ability
to teach the content.
1 2 3 4 5
6
7
 Work through the mathematics content prior to the
lesson.
3. The teacher’s classroom management
style/strategies enhanced the quality of the
lesson.
1 2 3 4 5
6
7
 Develop a classroom management system/ strategies
(such as ways to distribute materials, etc.)
7
 Insert questions throughout the lesson to determine
student understanding and adjust the pace according to
student needs.
4. The pace of the lesson was appropriate for the
developmental levels/needs of the students and
the purposes of the lesson.
1 2 3 4 5
6
5. The teacher took into account prior knowledge of 1 2 3 4 5
the students.
6
7
 Determine prior knowledge through quick assessing
questions at the beginning of the lesson or one day
prior to the lesson.
6. The teacher’s questioning strategies were likely
to enhance the development of student
conceptual understanding/problem solving (e.g.,
emphasized incorporating open-ended questions,
moved toward higher order questions,
appropriately used “wait time”).
1 2 3 4 5
6
7
 Develop and utilize questions that allow for student
thinking (open-ended, higher order, etc.)
7. The lesson was modified as needed based on
teacher questioning or other student assessment.
1 2 3 4 5
 Use questioning strategies to guide and modify the
lesson.
6
4
7
Mathematics Content Key Indicators:
Ratings:
Not
at
all
1. The mathematics content was significant and
worthwhile.
Recommendations:
Don’t
know
N/A
6
7
To a
great
extent
1 2 3 4 5
 Increase the lesson focus on application and problem
solving involving skills.
 Utilize a prior assessment method to determine student
levels.
 Increase the use of open-ended, higher-order
questioning strategies, problem situations, and/or a
variety of instructional strategies to increase
engagement of all students to a higher level.
2. The mathematics content was appropriate for the 1 2 3 4 5
developmental levels of the students in this class.
6
7
3. Students were intellectually engaged with
important ideas relevant to the focus of the
lesson.
1 2 3 4 5
6
7
4. Teacher-presented information was accurate.
1 2 3 4 5
6
7
 Relate concrete/manipulative experiences to the more
abstract symbols.
5. The teacher displayed an understanding of
mathematics concepts.
1 2 3 4 5
6
7
 Relate the abstract symbols to concrete/manipulative
experiences to increase student understanding.
6. Elements of mathematics abstraction (e.g.
symbolic representations, theory building) were
included when it was important to do so.
1 2 3 4 5
6
7
7. Appropriate connections were made to other
areas of mathematics, to other disciplines, and/or
to real-world contexts.
1 2 3 4 5
6
7
8. The degree of “sense-making” of mathematics
content within this lesson was appropriate for the
developmental levels/needs of the students and
the purposes of the lesson.
1 2 3 4 5
6
7
 Work through the content prior to the lesson in order to
provide clear, correct information and extension as
needed.
 Connect mathematics concepts to other areas of
mathematics as appropriate.
 Connect mathematics concepts to other disciplines as
appropriate.
5
 Have students provide explanations, justifications,
clarification, and/or summarization of the mathematics
they are learning.
Classroom Culture Key Indicators:
Ratings:
Not
at
all
1. Active participation of all was encouraged and
valued.
2. There was a climate of respect for students’
ideas, questions, and contributions.
Recommendations:
To a
great
extent
Don’t
know
N/A
6
7
1 2 3 4 5
 Increase interactive strategies so that all students
participate.
 Monitor questioning to ensure “equity” by all
classroom members.
1 2 3 4 5
6
7
 Develop rules and consequences involving respect for
fellow students’ ideas, questions, and consequences.
3. Interactions reflected collaborative working
relationships among students.
1 2 3 4 5
6
7

4. Interactions reflected collaborative working
relationships between teacher and students.
1 2 3 4 5
5. The climate of the lesson encouraged students to
generate ideas, questions, conjectures, and/or
propositions.
1 2 3 4 5
6. Intellectual rigor, constructive criticism, and the
challenging of ideas were evident.
1 2 3 4 5
6
6
6
7
7
7
Implement and enforce current discipline/
management system.
 Allow students to discuss and work collaboratively to
solve problems.
 Allow students to explain, discuss, and justify
mathematics understanding in a warm, friendly
environment.
 Monitor interactions between teacher and student
and/or student to student to increase level of courtesy
and respect for a positive learning environment.
6