Physical Components and Arrangements

Evidence of

In Progress

Next Steps

Students
generated work displayed; It should include mathematical writing, diagrams,
graphs, reasoning, real world contexts, thinking strategies and alternative
paths.




Problems visible
in the classroom. They should include published problems, student generated
problems and puzzles.




Engaging
activities available in the room for extension and enrichment for fast
finishers. List…




Notebooks/personal
learning logs for student writing in math with teacher feedback (maybe use
postits).




Computers are
accessible and working with appropriate
math activities installed and used




A variety of
equipment and materials organized for easy student access e.g.: calculators,
measurement tools, geometry manipluatives and tools, number manipulatives.




Displayed
reference materials and tools e.g.: 100 chart, number line, preferably
positive and negative numbers, calendar, dictionary and clock




Mathematical
words highlighted on a wall or other displays




Area for lesson
demonstration: chalkboard/whiteboard/easel, over head projector, mat/floor
space.




Student tables
arranged for individual, partner and group work.





Teaching and Learning strategies

Evidence of

In Progress

Next Steps

Student/teacher
relationship is caring, respectful, enthusiastic, encouraging and affirming




Teacher roves the
room to interact with students during independent math time




Teacher demonstrates
positive attitudes and high expectations about each child’s potential




Teacher asks
questions that probe and stimulate student thinking




Students ask
questions of each other that demonstrate a desire to clarify their thinking,
justify their thoughts and engage in a robust mathematical classroom




Teacher listens
and responds to individual student’s thinking and understandings




Student are
encouraged to try, apply, solve and explain




Students are
given time to practice skills in context




Time is used
effectively to focus on mathematics learning with appropriate pacing




Instances of
cooperative group work, small group work and individual work will be evident.




Teachers uses a
variety of teaching strategies. Modeled/Shared/Guided
Components of the Math Block

Evidence of

In Progress

Next Steps

Main lesson
structure is based on the workshop model
(mini lesson,
group/partner/individual work, share/reflection




Incorporation of
different writing genres (eg. journal, procedural autobiographical, free
writing, quizzes) in math class




Review and
practice of skills daily (could be math boxes/games)




‘Mental math’ is
encouraged through short, quick problems that encourage visualization and
less reliance on paper and pencil skills.
Can occur at
anytime of the day.





Planning

Evidence of

In Progress

Next Steps

Games are a valid
and engaging activity for developing understanding




Technology is
incorporated as a valid tool for developing mathematical understandings




Short and long
term planning are evident




Problem Solving,
Procedural Fluency and Conceptual Understanding are equally valued and
planned for.




Differentiation
of lessons is planned for




Open ended
questions are used during problem solving




Center work is
planned for




EDM (or program
used) learning goals are aligned with State Standards





Assessment

Evidence of

In Progress

Next Steps

Evidence of a
Balanced Assessment Plan




Ongoing student
observations are documented




Conferencing
occurs on a regular basis




Writing tasks are
administered on a regular basis




End of Unit
assessment administered and data collected on spread sheet




Analyzing student
work occurs on a regular basis




Collection of data
is used to inform instruction (list how…)




Recording of
Individual Profiles of Progress for each Unit completed




EDM or Learning
Goals of the program used are aligned to the State Standards




Opportunities for
student self evaluation is evident




Evidence of assessment
such as: folders/portfolios with strategic work samples that show growth and
student’s level of understanding, checklists (end of unit checking in
progress) anecdotal notes (kid watching, conferencing), on student
performance.



