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Observation Notes - Geometry

This document lists "look fors" or things that effective principals look for when observing mathematics classrooms. It includes whether students are engaged in learning, understanding the importance of the mathematics, and solving problems and discussing concepts. The document also provides feedback on a geometry classroom observing deductive reasoning and laws of logic, noting student engagement and suggestions for further explanation of concepts.

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280 views2 pages

Observation Notes - Geometry

This document lists "look fors" or things that effective principals look for when observing mathematics classrooms. It includes whether students are engaged in learning, understanding the importance of the mathematics, and solving problems and discussing concepts. The document also provides feedback on a geometry classroom observing deductive reasoning and laws of logic, noting student engagement and suggestions for further explanation of concepts.

Uploaded by

tentinger
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Look

Fors in a Mathematics Classroom


Effective principals know what to look for in an effective mathematics lesson, and they often identify look fors that will be important when they visit classrooms. These look fors may include the following:

Geometry 7th and 8th Periods Deductive reasoning and Laws of Detachment and Syllogism
Are students engaged in the mathematics they are learning? Yes, students were asking relevant questions. They feel comfortable in asking questions to clarify their understanding. When assignment givenstudents moved to partners to begin work and were engaged in completing homework Do both the teacher and the students recognize the importance of the mathematics being taught? Launch or engagement of Lesson was relevant and real world to students consider learning goals and success criteria for students for students to understand expectations for their learning. Some students were not seeing the connection to Geometry. Since some students cannot make abstract connections, consider having them draw polygon, geometric figures that could help them make the connection to learning goals and success criteria for geometry.

Are the students solving problems and talking about the mathematics they are learning? Yes, solving the better buy for jeans. Students can and do know the procedure for finding averages, consider asking why or for the students to explain their thinking Building an understanding of Deductive Reasoning.and Law of Detachment and Law of Syllogism consider groups build their own definition (possibly using Frayer Model) and coming up with their own symbolic representation for conceptual understanding and then introducing the mathematical representation you want them to use. Possibly consider giving the examples in power point to students to work in groups, discuss whether true or false and then share outwith accountability.

Consider having students find hypothesis and conclusion in groups. Is there a hypothesis and conclusions that match? Consider students explain their thinking by asking Why? Or ? How do you know? Or Tell me more about why you think that?

Are the students genuinely interested in the mathematics they are learning? Lesson relevant to studentsbuying jeans using coupon to explain deductive reasoning and laws of detachment and syllogism. Is there energy and enthusiasm in the classroomcoming from both the teacher and the students? Yes. All seemed to be engaged in the lesson and taking notes on their vocab sheets. Do the students use a variety of representations, such as pictures, tables, graphs, manipulative materials, and words to communicate their mathematical thinking? Students used vocab sheets and books Teacher used powerpoint with examples Do the students use mathematical and technological tools, along with textbooks and other instructional materials? Teacher uses an online site for posting notes and examples given in class. Is students mathematical work displayed on the walls of the classroom? NA

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