* Objectives must be specific

* Age Appropriate

* Measureable

*Integrate Technology

Student Population: 

*Who are we targeting?

Expectation

*Students should have many different strategies to solve the problems

Materials/Resources/Technology:

*What technology are we using

* what materials/resources do we need for the lesson

*technology should be used as an effective tool where students can explore, analyze, communicate, and question

Procedures:

* include Key vocab/terms

Modifications/Enrichment:

*Address students with special needs, or gifted students

* Ways to support students who need additional modifications

Essential Questions:

*Should be clear, appropiate, and well-developed

* Should be high order questions

* Stimulate the student's thinking

* questions should allow students to reach understanding of the concepts taught and not just a mathematical answer

Closure:

*Should sum up the lesson

*Should refer back to the lesson's objective

Are the objectives and the content standards addressed?

Are the students given an opportunity to communicate their learning?

Is the student’s background knowledge activated before the teaching of the lesson?

Are the activities aligned with the objectives and the TEKS?

Is the focus on formative assessment that aims at guided instruction or summative assessment to track student progress?

State the mathematics content objectives that the lesson addresses. What mathematics is being learned? Why is it important? How does it relate to what students have already learned and to what they will learn in the future? See Page 16 table PTA.  

Remember that The learning objectives need to be specific, written in a student-friendly manner, measurable, and integrate technology. TEKS are grade-level appropriate and include content, processes, and technology skills

- State any Integrated Technology goals

Does the lesson include math and technology terms?

II The Mathematics Task

A. To what extent is the task a worthwhile mathematical task? Does it focus on 'sound and significant' mathematics. Examine the extent to which the task is a worthwhile mathematical task as described by the NCTM. (Professional Standards P. 25-32)

* include Key vocab/terms

Modifications/Enrichment:

*Address students with special needs, or gifted students

* Ways to support students who need additional modifications

At what cognitive level is the task? Explain. See chart on page 18 in PTA

B. To what extent does the lesson and its task(s)....

A. Use and connect mathematical representations?

See chart on page 29 in PTA for desirable student and teacher behaviors.

B. Facilitate meaningful mathematical discourse ?

See figure 11 on page 32 PTA and desirable student and teacher behaviors on page 35 PTA.

-Students should have many different strategies to solve the problems

C. Pose Purposeful questions?

See figure 14 on page 36-37 PTA and desirable student and teacher behaviors on page 41

See page 41 for desirable student and teacher behaviors.

- Should be clear, appropiate, and well-developed

-Should be high order questions

-Stimulate the student's questions

- Should optimally allow students to reach understanding of the concepts taught and not just a   mathematical answer

D. Build procedural Fluency from Conceptual understanding?

See table on pages 47/48 in PTA for some examples of desirable student and teacher behaviors.

E. Elicit and Use evidence of Student Thinking?

F. Promote the development of desirable student dispositions towards mathematics and learning? 

See figure 20 on page 49 and table on page 52 in PTA for some examples of desirable student and

teacher behaviors.

What type of feedback is the technology providing to show the students process of thinking for both teachers and students? Will the teacher only see multiple choice answers from the students or the actual students' problem solving process? 

III State the role that technology plays in the lesson and examine this role by examining the following questions:

Technology tools and their use for the lesson need to be specific. Is it a software, website, google form, calculators, virtual manipulatives, etc?

Is there evidence of differentiation for the students' level of technology skills and knowledge? 

Is th

e technology used being interactive for students?

What type of feedback is the technology providing to show the students process of thinking for both teachers and students? Will the teacher only see multiple choice answers from the students or the actual students' problem solving process? 

-To what extent does the lesson pose problems that will provoke students to use technology both to investigate a situation and to formulate new questions?

-To what extent does the technology in the lesson encourage/enable students to search for and analyze patterns in the lesson? 

-To what extent does the technology encourage students to refine their strategies and to consider alternatives?

-To what extent does the technology use help bring out mathematical content (concepts and procedures) within the lesson?

-To what extent does the technology use help students move through intuitive, informal and formal levels of understanding and abstraction?

-To what extent does the lesson guide students to use technology to learn mathematics in appropriate manner? Does the lesson help students develop appropriate habits for technology use in the mathematics classroom? (Teaching Strategies for Judicious Technology Use page 11)