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.

 

 

 

 

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

 

 

 

Curriculum followed with learning goals 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

 

 

 

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.

 

 

 

 

 

 

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