enVisionMATH Video Lesson Observation

Grade level: 4th Topic: 7 Lesson: 9

NS 4.1-Understand that many whole
numbers break down in different ways.
Standard:
NS 4.0-Students know how to factor small
whole numbers
Patterns, Relationships, and Functions:
Relationships can be described and generalizations
Big Idea for
made for mathematical situations that have
topic:
numbers or objects that repeat in predictable
ways.
Every counting number is divisible by 1 and
Big Idea for
itself, and some counting numbers are also
lesson:
divisible by other numbers.

1. Daily Spiral Review:

Review: _____minutes

Pedagogical Structures* Observations

Content:
How are skills & strategies developed?
How are language skills developed/supported?
How are concepts presented/clarified?
Connections:
How are connections built between what is to
be learned and what students already know?
What processes are used? (T/P/S, outline, etc.)
How is the teacher making connections to other
areas of study?
Comprehensibility:
How are visual clues (pictures, diagrams, etc.)
used?
How is new vocabulary introduced? Previously
learned vocabulary reviewed/used?
How often/is comprehension being monitored?
Interaction:
How are the students grouped?
How is the teacher modeling language
structures?
How is the teacher using questioning?
Other:
How is the teacher keeping students engaged?
How is the teacher pushing students to higher
levels of thinking?
What tools/manipulatives/resources are
used/available to help clarify the content?
*Questions are intended to be a sample of what can be observed. Not all need to be answered. Other observables can be included.

HO#3
 enVisionMATH Video Lesson Observation
Grade level: 4th Topic: 7 Lesson: 9
Patterns, Relationships, and Functions:
NS 4.1-Understand that many whole
Relationships can be described and generalizations Every counting number is divisible by 1 and
numbers break down in different ways. Big Idea for Big Idea for
Standard: made for mathematical situations that have itself, and some counting numbers are also
NS 4.0-Students know how to factor small topic: lesson:
numbers or objects that repeat in predictable divisible by other numbers.
whole numbers
ways.

2. Develop the Concept:

Concept: Interactive: _____minutes

Pedagogical Structures* Observations

Content:
How are skills & strategies developed?
How are language skills developed/supported?
How are concepts presented/clarified?
Connections:
How are connections built between what is to
be learned and what students already know?
What processes are used? (T/P/S, outline, etc.)
How is the teacher making connections to other
areas of study?
Comprehensibility:
How are visual clues (pictures, diagrams, etc.)
used?
How is new vocabulary introduced? Previously
learned vocabulary reviewed/used?
How often/is comprehension being monitored?
Interaction:
How are the students grouped?
How is the teacher modeling language
structures?
How is the teacher using questioning?
Other:
How is the teacher keeping students engaged?
How is the teacher pushing students to higher
levels of thinking?
What tools/manipulatives/resources are
used/available to help clarify the content?
*Questions are intended to be a sample of what can be observed. Not all need to be answered. Other observables can be included.

HO#3
 enVisionMATH Video Lesson Observation
Grade level: 4th Topic: 7 Lesson: 9
Patterns, Relationships, and Functions:
NS 4.1-Understand that many whole
Relationships can be described and generalizations Every counting number is divisible by 1 and
numbers break down in different ways. Big Idea for Big Idea for
Standard: made for mathematical situations that have itself, and some counting numbers are also
NS 4.0-Students know how to factor small topic: lesson:
numbers or objects that repeat in predictable divisible by other numbers.
whole numbers
ways.

3. Develop the Concept:

Concept: Visual: _____minute
_____minutess

Pedagogical Structures* Observations

Content:
How are skills & strategies developed?
How are language skills developed/supported?
How are concepts presented/clarified?
Connections:
How are connections built between what is to
be learned and what students already know?
What processes are used? (T/P/S, outline, etc.)
How is the teacher making connections to other
areas of study?
Comprehensibility:
How are visual clues (pictures, diagrams, etc.)
used?
How is new vocabulary introduced? Previously
learned vocabulary reviewed/used?
How often/is comprehension being monitored?
Interaction:
How are the students grouped?
How is the teacher modeling language
structures?
How is the teacher using questioning?
Other:
How is the teacher keeping students engaged?
How is the teacher pushing students to higher
levels of thinking?
What tools/manipulatives/resources are
used/available to help clarify the content?
*Questions are intended to be a sample of what can be observed. Not all need to be answered. Other observables can be included.

HO#3
 enVisionMATH Video Lesson Observation
Grade level: 4th Topic: 7 Lesson: 9
Patterns, Relationships, and Functions:
NS 4.1-Understand that many whole
Relationships can be described and generalizations Every counting number is divisible by 1 and
numbers break down in different ways. Big Idea for Big Idea for
Standard: made for mathematical situations that have itself, and some counting numbers are also
NS 4.0-Students know how to factor small topic: lesson:
numbers or objects that repeat in predictable divisible by other numbers.
whole numbers
ways.

1. Close/Assess and Differentiate: _____minutes

Pedagogical Structures* Observations

Content:
How are skills & strategies developed?
How are language skills developed/supported?
How are concepts presented/clarified?
Connections:
How are connections built between what is to
be learned and what students already know?
What processes are used? (T/P/S, outline, etc.)
How is the teacher making connections to other
areas of study?
Comprehensibility:
How are visual clues (pictures, diagrams, etc.)
used?
How is new vocabulary introduced? Previously
learned vocabulary reviewed/used?
How often/is comprehension being monitored?
Interaction:
How are the students grouped?
How is the teacher modeling language
structures?
How is the teacher using questioning?
Other:
How is the teacher keeping students engaged?
How is the teacher pushing students to higher
levels of thinking?
What tools/manipulatives/resources are
used/available to help clarify the content?
*Questions are intended to be a sample of what can be observed. Not all need to be answered. Other observables can be included.

HO#3