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Math Observation

The document is an observation report for a math classroom that was observed. It summarizes that the classroom provided practical math experiences that connect to real world situations. Students were observed applying math to real life, working in groups to solve problems collaboratively, and communicating math ideas to each other. The teacher was observed clearly stating lesson goals, asking higher-level questions, engaging all students, using assessments focused on problem solving, and providing feedback. The classroom environment was positive with clear expectations and behavior management.

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751 views2 pages

Math Observation

The document is an observation report for a math classroom that was observed. It summarizes that the classroom provided practical math experiences that connect to real world situations. Students were observed applying math to real life, working in groups to solve problems collaboratively, and communicating math ideas to each other. The teacher was observed clearly stating lesson goals, asking higher-level questions, engaging all students, using assessments focused on problem solving, and providing feedback. The classroom environment was positive with clear expectations and behavior management.

Uploaded by

api-325889338
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Math Walk-Through

Teacher:
Observation Report
_____________________________________Class Observed:
___________________
Date of Observation: ____________________Time: ___________ School:
_________________
A math classroom should provide practical experiences in mathematical
skills that are a bridge to the real world of jobs and adult responsibilities;
this means exploring the world of reasoning and problem solving.

1 2 3 4 5
Student Observation Very Little Adequa Much A
little te large
amou
nt
1. Interacting with each other, as well
as working independently
2. Applying math to real life situations
and not just practicing a collection
of isolated skills
3. Working in groups to test solutions
to problems with each group
member highly involved
4. Communicating mathematical
ideas to one another through
examples, demonstrations, models,
drawing and logical arguments
1 2 3 4 5
Teacher Observation Very Little Adequa Much A
little te large
amou
nt
1. Stating clearly the goals for the
lesson and linking it to students
previous knowledge
2. Using higher level questions to
promote inquiry and creativity
about problems and encouraging
different ways to an answer.
3. Using students names and moving
around the room to keep everyone
engaged in productive work
4. Using assessments that focus on
problem solving and understanding
5. Guiding students in making
appropriate use of hands-on
activities, tools, & technology.
6. Bringing a variety of learning
resources, to raise learning options
e.g guest presenters
7. Providing timely feedback to
students
8. Applying coherent instructions

1 2 3 4 5
Classroom Environment Very Little Adequa Much A
little te large
amou
nt
1. Positive interaction; student to
student and teacher to student.
2. Clear behavioral and academic
expectation.
3. Management of students
behavior.
4. Organized physical space.
5. Evidence of culture for learning

Notes:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Supervisors signature: _____________________________


Date:_______________________________

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