Rachael Hubbard

Formal Observation 11.8.18

Math Lesson

- 10:00 20 students present

- Teacher is at board drawing arrays
- Teacher calls on Natalia for and answer to how many are in the array, her answer is
incorrect and the teacher explains the array again
- Another students raises hand to give the answer which is correct and the teacher
explains why, 5 groups of 10
- Teacher asks students to open math books and follow the next problem
- ‘I see a few hands’, Angelina is called on who wants to give the answer
- Teacher says not only do we want to know the answer, but we need to know why this is
the answer
- Malia says repeated addition as the teacher writes 4x10, then 10+10+10+10, to show
two different ways to get the answer
- Teacher notices that students understand how to count the zeros to come up with the
answer, and some students call out that they learned it in third grade
- Teacher explains that the strategy works for single digit but there will be more steps for
larger numbers
- Students are engaged in the lesson and many students are raising their hands to come
up to the board, Jesse, Brianna, and Natalia are called to the board
- The three students are at the board drawing/writing their solution, teacher says to the
class, you can be thinking in your head how you would work through this problem
- She asks a questions and students respond chorally
- Enrique calls out, what are you doing?, to a student who is solving wrong
- Teacher says let her solve it on her own
- Teacher asks Natalia to explain her drawing and class counts through problem and N
realizes her mistakes, she returns to the board and erases her tens columns
- Ziona, Alex, and Angelina are not called up for the next set
- Teacher notices that Alex is drawing ten frames and asks class, without identifying Alex,
how do we draw our tens
- Students chorally count through the solution to all three problems
- Ziona has drawn tens and hundreds for 7x10, then talks through her drawing out loud to
help class see the mistake
- She asks, knowing this now, how might you change your picture, Z erases one of her
hundred blocks and comes up with the correct answer
- Teacher assigns problems and tells students that they can work in partners
- She sends a small group to the back table to work with her
- Students move around classroom, and teacher begins with small group
- Teacher uses manipulatives to show 6x10, and students count out the answer with her
- Teacher and aid move around classroom to monitor progress
- Students remain on task through their independent practice
 - Teacher closes the lesson by having students return to desks, and draws one last
picture on the board to check for understanding whole group
- Teacher finished with a word problem and again has different students help to solve
- Assigns homework on the math lesson

Classroom environment-
- Organized and neat
- Books are in their leveled boxes
- Schedule is posted
- Growth mindset chart posted
- Art and poems are up
- Sentence starters are posted for how to show evidence in writing

Management-
- Class feels safe and comfortable to move about and ask questions
- Teacher does not use ‘raise a quiet hand’ but rather calls on various students as lesson
progresses
- Student desks are in groups

Good lesson Rachael...it appeared through your checking of understanding that students had a
good understanding of the concepts of array, counting by 10s, 100s, and how to draw their
answer