Teachers name Elana Kanter

Observers Name Jeff Tessier

Subject being taught
Math whole group to small group
Number of students in class
20 (5)
Length of observation (time) 8:00 9:30
Thomas Johnson Elementary Middle
Date November
17, 2014

Lesson Overview rating: 1-5 with 5 being the highest

Evidence of Planning
Plans objectives with learner outcomes -5
Plans instruction to achieve objective -5
Plans to evaluate each objective -5
Instructional Delivery
Implements a planned procedure for instruction -5
Foster higher level of thinking skills -4
Demonstrates a mastery of subject matter -5
Varies teaching strategies and materials to address learner needs -5
Motivates and involves students -5
Evaluates learner progress and provides feedback -5
Classroom Management
Organizes instructional learning time -5
Organizes and utilizes space, equipment, and materials -4
Manages student behavior to enhance learning -5
Student / Teacher Interaction
Creates a positive learning climate -5
Use effective communication skills to enhance learning -5

Special Focus
Comments:
Objective: SWBAT show ability to multiply and divide rational numbers by completing a worksheet.
For the small group the objective was to review and see how they could perform these questions individually. New work included decimals.
As Mr. Buck reviewed the re-enforcer, you circulated and worked with individual students through the process.
Engagement - Motivator
Exploration Introduction of new work
Explanation Modeling
You started out with 5 students reviewing division questions.
#1
How about using the board for modeling. (you did good )
Most of the students seemed to know their basic facts.
start number 2
Maybe have one student come to the board and do the problem. That way you could just review the problem instead of taking
time to write it. ( You did this later good )
You circulated and checked the students as they completed their work.
Good strategy asking Cloe to finish the problem.
Try # 3
You modeled how to set it up as the students worked individually.
You may have wanted to put up the resource examples on the board OR give them a sheet with the examples of each type.
You made sure they had the sheets in front of them - good
start # 4
You reviewed the student work and reinforced the fact of writing their numbers clearly.
You asked Pete to come to the board. bring up your paper.
You worked individually with one of the students.
You reviewed Petes work.
do the last one again you reminded the students to be clear and legible.
Where did the students have the problems? They were given the worksheets by Mr. Buck.
Daren seemed to be having trouble, however, he always seemed to know the correct answer.
You re-wrote the problem after the decimal point was moved. This made it clearer to see for the students to complete the
problem.

Extension Independent work

You handed out a new paper to the students. 8 problems front and back.
get out your process sheets
Handout.
#1 & # 2
You started with a word problem (application) and then the individual skill.
#3 & # 4
multiply mixed numbers you showed them a sample. The hardest part of the problem is the set up. Make sure you review
why???
#5&#6
split the bill evenlyskill
#7 & # 8
Dividing whole numbers
Skill
You had Darren come up and do the problem. He completed it w/o help.
You explained to the student to draw a picture. When in doubt, draw a picture
You put the layout of the application problem on the board before you asked the students what operation it was. ( you did
checked to see that they already had it as you circulated good )
You modeled on the back # 1. Explain the word split the bill evenly This is application not skill.
Evaluation - assessment
Recommendations.
Start with skill then application problem on the worksheet.
Make sure the students understand how to set up the application problems.
Use the entire board and keep the previous problem available.
Use exit ticket to check for independent understanding.

Good work Elana. It was a pleasure to observe.! Keep up the good work!