What email address or phone number would you like to use to sign in to Docs.com?
If you already have an account that you use with Office or other Microsoft services, enter it here.
Or sign in with:
Signing in allows you to download and like content, and it provides the authors analytical data about your interactions with their content.
Embed code for: Look Fors Math 2017 (1)
Select a size
Date of Visit:
Focus and Coherence
Aligned to Domains 1&3 and Shifts 1&2
Understands the expectations of the standard to be taught and its connection to previous standards; aligns the lesson to grade level content standards.
Connect their current learning to previously learned standards.
Differentiates instruction based on student needs.
Engage in multiple pathways to unlock and solve problems.
Selects problems that provide opportunities for students to contextualize and/or decontextualize.
Use math contextualize and/or decontextualize problems. (SMP 2)
Selects problems that provide opportunities for students to apply math to real-world situations.
Apply the math they know to solve real-world problems. (SMP 4)
Reasoning and Sensemaking
Aligned to Domains 1&3 and Shift 3
Selects rigorous learning experiences.
Persevere in making sense of rigorous problems. (SMP 1)
Makes learning experiences accessible to all students without compromising the rigor in the problem.
Seek out multiple approaches to solving a problem.
Expects students to justify their reasoning for all answers, whether correct or incorrect.
Use multiple representations when solving problems such as symbols, diagrams, graphs, words, etc. (SMP 4)
Selects learning experiences that represent a balance of conceptual understanding and procedural fluency. (circle one or both)
Understand math concepts and use procedures appropriately.
Use appropriate tools strategically, including mental calculations that fit the situation. (SMP 5)
Look closely to discern a pattern or structure. (SMP 7 & 8)
Aligned to Domains 2
Provides a respectful, safe learning environment in which mistakes are seen as an opportunity to learn.
Take an academic risk and rely on their own thinking and the thinking of other students.
Structures the class for independent work, pairs, groups, and whole class in a thoughtful and deliberate way.
Work well in a variety of grouping structures.
Asks questions that both build and reveal new understanding of content and practice. Avoids yes/no questions unless they also ask for justification.
Listen and ask questions of each other to clarify information; respectfully challenge ideas; make conjectures.
Explain their reasoning; construct viable arguments and critique the reasoning of others. (SMP 3)
Makes appropriate tools available and encourages their use.
Communicate using appropriate mathematical language both orally and in writing. (SMP 6)
Aligned to Domains 1&3 and Shifts 1,2&3
Uses data to make instructional decisions based on student need.
Take responsibility for their learning by monitoring their progress toward a learning target.
Provides feedback to students or structures opportunities for students to provide feedback to each other.
Evaluate the reasonableness of their results using feedback from the teacher or a peer.
Identifies and communicates the learning target(s) of the lesson.
Articulate what they are learning and why.
Math Shift 1: Focus Math Shift 2: Coherence Math Shift 3: Rigor