Mathematics Classroom Environment & Structure Evaluation Checklist


Mathematics Classroom Environment & Structure Evaluation Checklist


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 post-its).




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 naplan review/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.






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




Curriculum followed with learning goals aligned with State Standards









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




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.