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From Grade 3: Patterns
How were
transitions made and how effectively was this done?
How effectively
are student mistakes addressed and misconceptions dealt with?
How effectively
does the teacher determine when to clarify, explain, question or
let a student struggle?
From Grade 4: Variable
What evidence
is there that students have learned that mathematics being taught?
How effectively
does the teacher determine when to clarify, explain, question or
let a student struggle?
From Grade 5: Tiles
How were
transitions made and how effectively was this done?
How are tools
and other instructional materials used to enhance the development
of mathematical understanding?
How effectively
are student mistakes addressed and misconceptions dealt with?
From Grade 6: Paving
What decisions
does the teacher make to achieve the goal of reaching all students?
How effectively
are student mistakes addressed and misconceptions dealt with?
How effectively
does the teacher determine when to clarify, explain, question or
let a student struggle?
From Grade 7: Graphs
How effectively
are student mistakes addressed and misconceptions dealt with?
How effectively
does the teacher determine when to clarify, explain, question or
let a student struggle?
From Grade 8: Bridges
What decisions does the teacher make to achieve the goal of reaching all students?
How effectively does the teacher determine when to clarify, explain, question or let a student struggle? |
