Math Observation Tool

Observer ID ______ Observation/Teacher ID _____________ Date _____________ Obs. start time ___________ Obs. end time ___________

Length of observation, in minutes: Course (secondary) or Grade Level (elementary): Part of Class Observed:
Ο Beginning of class
Minutes of observed time used for Ο Middle of class
math instruction:1 Ο End of class

Seating arrangement. Review of homework took: Lesson Objective Posted (select all that Lesson Objective Aligned to Curriculum:
(select all that apply): Ο less than 5 minutes apply): Ο The objective is aligned with the
 Rows Ο 5 - 10 minutes  Teacher or students state the curriculum.
 Pairs Ο 10 - 15 minutes objective verbally Ο Objectives have no connection to the
 Groups Ο greater than 15 minutes  Objective is written
curriculum –there are objectives for the
 No clearly posted objectives
 Horseshoe Ο Not observed class but they are not related to the
 Sitting on floor curriculum.
 Other Ο Unsure

Exemplary Acceptable Inadequate Nonexistent

1. New learning was connected Ο Students demonstrated Ο Students demonstrated Ο Students needed Ο There was not evidence
to previous learning. prior knowledge prior knowledge with significant teacher of connections to
independently and teacher support. support to connect previously learned
successfully. prior knowledge. material.
2. The mathematical content Ο The portion of the Ο Few content errors Ο Some content errors Ο Inaccurate content
presented by the teacher observed lesson was occurred, but most, if occurred, and few were formed the basis of the
was accurate. mathematically accurate. not all, were corrected. corrected. lesson.
3. Teacher used precise and Ο Teacher consistently Ο Teacher sometimes Ο Teacher rarely used Ο There was no evidence
accurate mathematical used grade-level used grade-level grade-level appropriate that teachers used
language and vocabulary appropriate appropriate mathematical language mathematical language
appropriate to the grade mathematical language mathematical language and vocabulary. and vocabulary.
level and vocabulary. and vocabulary.

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Examples of activities not to be counted as math instruction: social studies instruction, snack, conversation about general school events
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 Math Observation Tool
Exemplary Acceptable Inadequate Nonexistent
4. Students used  Students used grade-  Students used grade-  Students used grade-  There was no evidence
precise and accurate level appropriate level appropriate level appropriate that students used
mathematical language and mathematical language mathematical language mathematical language mathematical language
vocabulary appropriate to and vocabulary and vocabulary and vocabulary and vocabulary to explain
the grade level to explain extensively to explain sometimes to explain occasionally to explain their thinking.
their thinking. their thinking. their thinking. their thinking.
5. Teacher uses  Teacher uses mostly  Teacher uses some open-  Teachers use mostly  Teacher does not use
questioning strategies. open-ended and probing ended and probing recall questions without questioning.
questions questions and recall context
questions with context
6. Teacher provides  Teacher provides wait  Teacher provides wait  Teacher provides wait  Teacher does not provide
wait time time so that most time so that some time so that few students wait time
students have time to students have time to have time to process
process process
7. Instructional Structure. The lesson included (Select all that apply):
 Inquiry-based or discovery learning  Number sense routines  Reflection
 Lecture  Learning stations  Independent Seatwork (worksheets, textbook readings, etc.)
 Guided Practice  Cooperative Learning  Summarizing
 Guided Discussion  Hands on/Experiments/Labs  Formative assessment such as exit tickets, quick checks,
 Pair or Group Work  Providing observation
 Mini lesson Directions/Instructions  Problems in context
 Independent Practice (related to mini lesson)  Self-Evaluation  Closure

8. What is the cognitive complexity of the task(s) or assignment(s)? Select 9. What is the cognitive complexity demonstrated by students? Select all
all that apply. that apply.
 Remember  Remember
 Understand  Understand
 Apply  Apply
 Analyze  Analyze
 Evaluate  Evaluate
 Create  Create

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 Math Observation Tool
10. Students engage in the following problem-solving behaviors (select all that 11. Students engage in the following mathematics communication
apply): behaviors (select all that apply):
 Collaborate with others  Turn and Talk
 Use varied/appropriate strategies  Explain their thinking
 Construct and discover ideas  Repeat/Rephrase another student
 Make multiple attempts, if needed  Ask for clarification
 None  Add on to others
 Agree/Disagree and state why
 Share/Discuss approaches or ways to solve problem
 None

12. Students utilize various representations to demonstrate their thinking (select 13. Mathematics communication is:
all that apply): Ο Primarily teacher-to-student
 Numbers and/or symbols Ο Primarily student-to-student
 Drawing or picture Ο A balanced mix of teacher-to-student and student-to-
 Concrete material (manipulatives) student
 Digital manipulatives
 Table, chart, and/or graph
 None

14. Is there another teacher or an assistant in the classroom? 15. If there is another teacher or assistant, identify the co-teaching
Ο No model(s) observed (Select all that apply):
Ο Yes: Teacher  N/A – “No” is selected in question 14
Ο Yes: Teaching Assistant  Alternative teaching
Ο Yes: Unsure  One teach, one assist
 One teach, one observe
 Parallel teaching
 Station teaching
 Team teaching
 No observable model

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 Math Observation Tool
Type of technology used by: Students Teacher Type of technology used by: Students Teacher
None Interactive projection device (Smartboard, Apple TV, Promethean)
Non-interactive projection device (document camera, Smartboard used non-
iPad
interactively, etc.)
Calculator/graphing calculator Other (Please specify:)
Laptop

Unable to N/A – Technology is

16. If Technology is Used by the Student: Yes No
Observe not used by students
Technology is clearly connected to the lesson’s objectives. O O O O
Technology provides teachers with record of students’ performance. O O O O
Students are on task while using technology. O O O O

17. If technology is used by the student, the technology used serves to2:
 Substitute: Computer technology is used to perform the same task as was done before the use of computers. (Example: Students print out
worksheet, finish it, pass it in.)
 Augment: Computer technology offers an effective tool to perform common tasks. (Example: Students take a quiz using a Google form instead of
using pencil and paper.) (Teacher-student communication)
 Modify: Common classroom tasks are being accomplished through the use of computer technology. (Example: Students are asked to write an essay
around the theme "And This I Believe...". An audio recording of the essay is made along with an original musical soundtrack. The recording will be
played in front of an authentic audience such as parents, or college admission counselors.) (Shared or collaborative student-to-audience)
 Redefine: Technology allows learning to take place that would not be possible with other media. (Example: A classroom is asked to create a
documentary video answering an essential question related to important concepts. Teams of students take on different subtopics and collaborate to
create one final product. Teams are expected to contact outside sources for information.)
 Unable to observe
 N/A – Technology is not used by students.

Overall Comments (Optional):

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Source: https://sites.google.com/a/msad60.org/technology-is-learning/samr-model