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CCR OBSERVATION GUIDE FOR PLANNING AND PRACTICE

Mathematics
The key advances required by CCR standards:
1. Focus: Focus strongly where the CCR standards focus.
2. Coherence: Think across levels and link to major topics within
levels.
3. Rigor: In major topics pursue conceptual understanding, procedural
skill and fluency, and application with equal intensity.

This guide aims to provide concrete examples


of what college and career readiness (CCR)
standards in mathematics look like in daily
planning and practice. It is designed as a
developmental tool for instructors and those
who support instructors. This tool is for use by
instructors, those providing support to
instructors, and others working to implement
CCR standards for mathematicsit is not

Mark the indicator with either a Y (Yes, it is evident) or an N (No, it is


not evident). If an indicator is not evident because it is not applicable in that particular observed lesson, then mark it as N/A.
Core Action 1. Curriculum content of the lesson
matches the demands of the CCR standards.
A.

Instructor presents a lesson clearly reflecting CCR content


standards.

B.

Instructor presents a lesson that addresses the Standards


for Mathematical Practice that are central to the goals of
the lesson and connected with the targeted content.

C.

Instructor presents a lesson that matches the full depth


of the requirements in the standard(s) being addressed.

Instructor outlines well-defined standards-based lesson


goals.
E. Instructor presents a lesson that focuses on standards
representing or supporting the Major Work of the Level
(MWOTL). (For supporting standards, clear connections are
made in the lesson to show how they enhance the
F. MWOTL.)
When addressing the MWOTL, the instructor intentionally
targets one or more aspect of rigor (conceptual
understanding, procedural skill and fluency, or application),
as appropriate for the addressed standard(s).

Y, N, or Evidence observed:
N/A

D.

Mark the aspect(s) of rigor the lesson addresses:


Conceptual Procedural Skill
Application
Understanding
and Fluency

11This tool is for use by instructors, those providing support to instructors, and others working to implement CCR standards for mathematicsit is not
designed for use in evaluation.

CCR Observation Guide for Mathematics

CCR Observation Guide for Mathematics


Core Action 2. Learning activities (questions and
tasks) are challenging and maximize opportunities
for students to master the content of the lesson.

Y, N, or Evidence observed:
N/A

A. Instructor presents high-quality, challenging questions and


problems that prompt students to discuss their developing
thoughts about the lesson content.
B. Instructor provides students with opportunities to work
with and practice level-specific problems and exercises.
C. Instructor uses explanation, modeling, and/or examples to
make the mathematics of the lesson explicit.
D. Instructor allows appropriate wait/think time after asking
questions of students before prompting them for
responses.
E. Instructor uses and expects precise mathematics from
students (calculations, terminology, symbols, graphs, etc.).
F. Instructor looks for student understanding and asks
students to elaborate on and justify their responses.

Core Action 3. CCR standards are translated into


lesson content that productively engages adult
learners.
A. All or most students actively participate in the lesson
through class discussions and activities, group projects,
etc., instead of doing solitary seatwork or listening to
extended lectures.
B. All students have varied opportunities to apply what they
are learning in authentic or practical adult-oriented
contexts.
C. When discussing or collaborating, all or most students
build on each others observations or insights, including
using variation in their solution methods to strengthen their
understanding of the content.
D. All or most students display persistence with challenging
tasks and problems.

Y, N, or Evidence observed:
N/A

CCR Observation Guide for Mathematics


Core Action 4. The lesson is intentionally sequenced
to build on and develop students skills and
knowledge of specific concepts.

Y, N, or Evidence observed:
N/A

A. Instructor explicitly relates new concepts to prior


knowledge.
B. Instructor organizes lesson concepts in a way that builds
on their logical connections to each other.
C. Instructor makes it clear how the content of the lesson
supports, and is connected to, future learning.
D. Instructor ends the lesson by:
* Reviewing lesson goals;
* Summarizing student understanding with references to
student work and discussion.

Y, N, or Evidence observed:
Core Action 5. Students level of understanding is
N/A
assessed throughout the lesson, and instruction is
adjusted accordingly.
A. Instructor consistently or often checks for student
understanding, using informal yet deliberate methods (e.g.,
walks around the room to check on students work,
monitors verbal responses, assigns short problems, etc.).
B. Instructor consistently or often provides students with
prompt, specific feedback to correct misunderstandings,
reinforce learning, and help students revise their initial
work.
C. Instructor consistently or often provides strategic supports
and scaffolds to students who need them (e.g.,
individualized or peer tutoring, re-teaching, review of basic
skills, etc.).
D. Instructor consistently or often provides extension
activities for students who complete classwork early so
they are not left idle or unchallenged.
E. All or most students evaluate and reflect on their own
learning.

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