Look-Fors in Mathematics

This resource is designed to support leadership teams to improve the quality of instruction in
mathematics classrooms. As we observe classrooms, we look for evidence that teaching is more
than delivering a textbook lesson. We look at the interactions between teachers and students,
adjustments in instruction based on student responses, and the ways in which teachers help
students learn through discussion, visuals, and making connections. More specifically, these key
features are what we should see in an effective mathematics classroom.

1. Look for posing and solving problems as an integral part of

mathematics instruction.
Problem solving is not an afterthought that occurs at the end of the lesson. Problems should
be integrated into all parts of the lesson. Connections to real situations through context help
students make sense of skills and concepts.
 Are connections made between math skills and real situations?
 Are problems integrated into teaching to build a context for skills and concepts?
 Do students discuss strategies for comprehending and making sense of problems?
 Is modeling problems with manipulatives or drawings encouraged?
 Do students have the opportunity to share, discuss, explain, and justify their strategies
and solutions?

2. Look for a focus on building understanding.

Understanding mathematical concepts and procedures is foundational. Through
investigations, representations, and math talk we help students build a solid foundation. E.g.,
rather than teaching computational skills as a step-by-step process to memorize, we first
explore the skills using visual models and strategies based on our understanding of place
value, operations, and properties. Then, the steps of the procedure make sense.
 Are lessons focused on developing understanding, not just memorizing?
 Are flexible strategies encouraged and do discussions occur to connect those
strategies to a basic understanding of numbers and operations?
 Are students encouraged to use tools (e.g., hands-on materials, paper/pencil,
hundred charts, number lines, …) as they explore mathematical ideas?
 Are models and mathematical talk used to promote understanding?

Office of Mathematics Newark Public Schools

3. Look for varied representations of mathematical thinking.
Students learn about mathematics by creating models of mathematical concepts and
processes. They benefit from opportunities to visualize mathematical ideas through
manipulatives, drawings, acting out situations, as well as using abstract numbers and
symbols. These varied representations help them develop insights about the big ideas being
explored.
 Does the teacher include visual models when discussing mathematical ideas and
demonstrating skills and concepts?
 Are students expected to model mathematical ideas, then share and explain their
models?
 Are manipulatives readily available and encouraged for student use?
 Does the teacher facilitate discussions that compare and contrast varied
representations?
 Are connects made between symbolic representations and visual models?

4. Look for deep and focused teacher questioning.

Through deep questions, teachers are able to probe, scaffold, and extend students’ thinking.
 What is the depth of teacher questioning? Are teachers going beyond asking for
answers and instead asking for explanations and justifications?
 Does the teacher ask questions that channel students’ thinking to a specific
understanding or insight?
 Is sufficient time allotted for students to formulate their ideas?

5. Look for communication about mathematical ideas.

Through talk students develop mathematical reasoning and problem-solving skills, process
their own ideas, listen to other’s ideas, and extend and refine their own mathematical
thinking.
 Is the teacher clarifying concepts using examples and making connections?
 Do students have frequent opportunities to explain and justify their reasoning? Are
student-to-student conversations encouraged and a routine part of instruction?
 Are students encouraged to discuss and share observations and insights about
mathematical investigations?
 Are students pushed to elaborate on their thinking and comment on others’ ideas?
 Are students being asked to use appropriate mathematical terms and precisely
explain their thinking?
 Is flawed reasoning investigated and discussed?

Office of Mathematics Newark Public Schools

6. Look for students actively engaged in learning.
Student engagement is the most critical component of teaching and learning. Students learn
when they are engaged in the lesson.
 Are the mathematical tasks high quality and worthwhile?
 Are teachers guiding the explorations, allowing students to think for themselves?
 Are all students answering questions?
 Do students have sufficient time for productive struggle?

7. Look for attention to the needs of diverse students.

Not all learners in our classrooms have the same prior knowledge or learn mathematics in
the same way or at the same pace. Is there attention to the needs of all learners?
 Is the teacher attending to different skill levels within the classroom? Are
modifications in the task or teaching evident to remediate or enrich learning?
 Do some students need, and receive, additional support through small groups,
adjusted pacing, or alternative learning materials?
 Are tools available to support the success of all students?

8. Look for assessment as an integral part of instruction.

Through ongoing assessment, information is gathered about what students know and are
able to do allowing mathematics instruction to be modified to meet their needs. Is formative
assessment evident?
 Is the teacher gathering evidence of student understanding during instruction? Are
opportunities built into the lesson that allow the teacher to check for understanding?
 Is the teacher making instructional adjustments based on what students are saying or
doing? Is the teacher posing questions to probe or extend thinking, revising skills or
clarifying ideas, or organizing small groups of students to reteach or enrich?

Office of Mathematics Newark Public Schools