TPC Numeracy Warm Up Walk Through

• Document No.

• Audit Title

• Client / Site

• Conducted on

  Date

• Observations recorded by

  Select Stephen Adams Veronica Reid Sandra Chaplain Scott Butcher Belinda Hudson Amanda Brewer Julie Henderson

  • Stephen Adams
  • Veronica Reid
  • Sandra Chaplain
  • Scott Butcher
  • Belinda Hudson
  • Amanda Brewer
  • Julie Henderson

• Prepared by

• Location
  Address

Observation Details

• Classroom teacher

• Year level

  Select Prep 1 2 3 4 5 6 7

  • Prep
  • 1
  • 2
  • 3
  • 4
  • 5
  • 6
  • 7

Content Strand - Number and Algebra

• Which sub-strand/s were observed?

  Select Number and place value Fractions and decimals Real numbers Money and financial mathematics Patterns and algebra Linear and non linear relationships

  • Number and place value
  • Fractions and decimals
  • Real numbers
  • Money and financial mathematics
  • Patterns and algebra
  • Linear and non linear relationships

Proficiency Strands

• Which strand/s were observed?

  Select Fluency Understanding Reasoning Problem solving

  • Fluency
  • Understanding
  • Reasoning
  • Problem solving

Observation of quality standards

• Teacher evidence

  Select Responds constructively to misconceptions Encouraged students to listen, evaluate and build on the ideas of others Holds back from telling, listens attentively Encourages students to explain their thinking Have high but realistic expectations of students Promote and value effort and risk taking Structure a task for different possibilities, strategies and products to emerge The materials used support the mathematical learning/concept Makes the mathematical focus clear to students Gives clear instructions/directions to students Maintains a steady, fast pace throughout the warm up Gives positive and specific feedback to students Pauses at different junctures to extend the thinking on a particular part Highlights connections to prior knowledge/learning/real life

  • Responds constructively to misconceptions
  • Encouraged students to listen, evaluate and build on the ideas of others
  • Holds back from telling, listens attentively
  • Encourages students to explain their thinking
  • Have high but realistic expectations of students
  • Promote and value effort and risk taking
  • Structure a task for different possibilities, strategies and products to emerge
  • The materials used support the mathematical learning/concept
  • Makes the mathematical focus clear to students
  • Gives clear instructions/directions to students
  • Maintains a steady, fast pace throughout the warm up
  • Gives positive and specific feedback to students
  • Pauses at different junctures to extend the thinking on a particular part
  • Highlights connections to prior knowledge/learning/real life

• Student evidence

  Select Actively engaged Follows directions Uses visual models and materials appropriately Demonstrates knowledge and fluency Demonstrates reasoning and problem solving Learns cooperatively where required

  • Actively engaged
  • Follows directions
  • Uses visual models and materials appropriately
  • Demonstrates knowledge and fluency
  • Demonstrates reasoning and problem solving
  • Learns cooperatively where required

Additional observations

• Photos

  Media

• Comments