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Math Classroom Observation Checklist

The document is a classroom observation checklist for a math teacher to evaluate various aspects of a math lesson including whether students are engaged in worthwhile tasks, use mathematical tools, communicate their thinking, make conjectures, use tools to enhance discourse, look at problems in different ways, and respect each other's thinking. The checklist is adapted from NCTM Teaching Standards and provides comments sections for the observer to take notes on what they see related to each aspect being evaluated during the lesson.

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Lemer Elmre Olmedillo
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909 views2 pages

Math Classroom Observation Checklist

The document is a classroom observation checklist for a math teacher to evaluate various aspects of a math lesson including whether students are engaged in worthwhile tasks, use mathematical tools, communicate their thinking, make conjectures, use tools to enhance discourse, look at problems in different ways, and respect each other's thinking. The checklist is adapted from NCTM Teaching Standards and provides comments sections for the observer to take notes on what they see related to each aspect being evaluated during the lesson.

Uploaded by

Lemer Elmre Olmedillo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Handheld version

Math Classroom Observation Checklist


    Name: _____________________                  Date: ___________________ 

    School: ____________________    Grade:                  Class/time: _______________      

Worthwhile Mathematical Tasks Comments

Students are engaged.  

Students use a variety of mathematical tools.
Conjectures, generalizations, and what if 
 
questions abound.
Misconceptions, limited understandings, 
and/or flawed reasoning surface.
Students communicate about the math tasks 
at hand.
Students’ Role in Discourse Comments  

Students present solutions.  

Students question one another.  
Students pay attention while another student 
 
is speaking.
Students use a variety of tools to reason, 
make connections, solve problems and   
communicate their thinking.
Students make conjectures.  
Tools for Discourse Comments

Students are using “tools” to enhance 
discourse.
Four kinds of tools are:  written symbols, 
oral language, physical materials, previously  
acquired skills.
Students are using the tools to: record, 
 
communicate, and think.
Students are presenting and modeling their 
 
work.
Students reflect on their learning.  

Students select tools that are appropriate.  
Culture in the Classroom Comments
Students look at problems and ideas in 
different ways.
Students celebrate their AHA’s.  

Wrong answers are viewed as worthwhile.  
Students are equitable in their spoken and   
unspoken messages about all students’ 
mathematical potential.
Handheld version

Students respect each other student’s 
 
thinking.
This checklist is adapted from the NCTM Teaching Standards and based on work by NO LIMIT Math Integration Specialists August 2002.

For more information on the NCTM Teaching Standards: http://standards.nctm.org/previous/ProfStds?teachMath.htm

For an electronic version, more information and resources see the Administrator’s Corner: http://edtech.esd112.org/no_limit/administrators.html

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