Teacher:  	

Subject: Math

Date: 3-26-04

Grade: Primary

School: Greenfield Elementary

Period/Time 1:15-1:40

1. What are the lesson objectives?  
Continuation of writing mixed numbers:
•	Students will draw pictures to show mixed numbers 
•	Students will write mixed numbers for pictures. 

2.  Which of the steps of the teaching act will take place?
•	
•	Develop anticipatory set (previous lesson)
•	State objectives, why they are needed 
•	Provide input
•	Model ideal behavior
•	Check for comprehension
•	Provide guided practice
•	Provide independent practice
•	Achieve closure

3. What teaching/learning activities will take place?
•	Activation of prior knowledge
•	Word instruction
•	Model/demonstrate mixed numbers
•	Guided practice (master 112)

4.  How are you going to check student understanding and mastery of the lesson objective?
•	Written assessment
•	Observation of guided and independent practice pages
•	Visual observation

5. What particular behaviors do you especially want monitored?
•	Verbal feedback
•	Fair and balanced questioning of girls and boys

6.  Are there any special circumstances of which the evaluator should be aware?  
•	Four of my students have severe limitations in the area of mathematics instruction and receive specialized math lesson for their ability (resource room).

Evaluator notes:

The teacher identified positive behaviors: (student) 
…has picked out a crayon.
…has name on top of paper.
…looking for a student..
…shading/coloring neatly.
…waiting patiently.
…has colored 3 ½ circles

The teacher checked comprehension by:
•	verbal questions
•	questions answered on the board
•	written assignment

•	Teacher questions seemed to be focused on the right of the middle section.

•	Teacher questions were evenly balanced between boys and girls.

•	The number of boys questioned verses the number of girls questioned slightly 	favored the boys.

boys in the classroom: 6: 43%
number of questions teacher to boys: 5: 45%
number of boys teacher questions: 5: 56%
girls in the classroom: 8*: 57%
number of questions teacher to girls: 6: 55%
number of girls teacher questions: 4: 44%

Teacher questions to 4 students in the center right: 6: 55%
Teacher question to other 10 students: 5: 45%

* Does not count the special needs student who did not participate.`

Suggestions:  

Try to use patterns when questioning student: Call on one person from each group of students before calling on someone else in the same group.  First call on student on the right side of a group, then left, or front, then back of a group.  

If you lose track of students that have answered questions, ask, “Who has not yet answered a question correctly?”

Teacher Signature:  ___________________________________

Evaluator Signature: ____________________________________

class
TQ-A (teacher question, class answer)
8 times

SQ-B
TQ-B

B-H

SQ-B
TQ-A

H
TQ-V

Q-U

TQ-V
SQ-B	
SQ-B

Key

boy

girl	    

T – teacher 
S – student

Q – question
V – verbal Answer
B – board Answer
U – unable to answer
H – help another student

TQ – Teacher asks a question
SQ – Student selects another student to go to the board

TQ-V
TQ-B

Special needs student with an aid who is not here today (the aid is not here). Student did not participate.

TQ-B

TQ-A

TQ-A
TQ-A

SQ-B

TQ-A