I.

Observation 7:
Math
II. Grade:
Kindergarten
III. Students:
11 Boys
6 Girls
IV. Setting:
Lamonte Elementary School
Kindergarten Classroom
17 Students, 1 Teacher, 1 Student Teacher
V. Pre-Observation:
The direction of this observation was to was to determine if the teachings of Mathematics
in the classroom were following the standards set by Common Core. In order to complete
this observation, I chose a kindergarten classroom with children ages five to six, at
Lamonte Elementary School. Prior to going into observe the class I became aware of the
Kindergarten Standards set by Common Core in the area of mathematics. To complete my
observation, I created a checklist based off of the Common Core Mathematics Standards,
specifically in the areas of Counting and Cardinality. During my observation I used the
checklist to observe whether or not the mathematics standards were being met.
VI. Data:
Is the Standard
Being Met?
Common Core Standard

Comments
Yes

Count to 100 by ones

and by tens.
Count forward
beginning from a given
number within the
known sequence
(instead of having to
begin at 1).
Write numbers from 0
to 20. Represent a
number of objects with
a written numeral 0-20
(with 0 representing a

No

Most students can count up to fifty on

their own, but I have not seen any use of
counting by tens so far
Students are fully capable of this and
also enjoy counting backwards

Students do this often using shapes and

counters

count of no objects).
Understand the
relationship between
numbers and quantities;
connect counting to
cardinality.
When counting objects,
say the number names
in the standard order,
pairing each object with
one and only one
number name and each
number name with one
and only one object.
Understand that the last
number name said tells
the number of objects
counted. The number of
objects is the same
regardless of their
arrangement or the
order in which they
were counted.
Understand that each
successive number
name refers to a
quantity that is one
larger.

Count to answer "how

many?" questions about
as many as 20 things
arranged in a line, a
rectangular array, or a
circle, or as many as 10
things in a scattered
configuration; given a

Students often use counters to represent

numbers

Students use counters to represent

numbers and quantities during their
math lesson and count out loud along
with the teacher, correctly relating
number names to numbers and the
number of objects

Students use different ways to count

objects, starting in the middle or at the
end of the objects and understand that
no matter where the begin counting, the
number remains the same

One example of this is when the

students participate in the morning
meeting in which they go over the
calendar and the teacher hides a number
from the calendar, students have to
figure out what number is gone by
observing the lesser number and
explaining that the hidden number is
one more than the one before it
Students use their math worksheets to
count different objects in different lines,
arrays or circles or scattered
configurations.

number from 1-20,

count out that many
objects.
Identify whether the
number of objects in
one group is greater
than, less than, or equal
to the number of objects
in another group, e.g., by
using matching and
counting strategies.1
Compare two numbers
between 1 and 10
presented as written
numerals.

During stations students are often

assigned to sort bigger and small
objects, or greater or less than numbers

Students are often assigned to compare

one number to another; for example
they will be shown a shape with a
number in it and asked which number is
the larger one

VII. Analysis:
During my observation I saw appropriate mathematical practices taking place. The classroom
has a central wall that holds the smart board, calendar, word and letter of the week, weather
and other morning routine items. This wall is utilized during the morning routine as well as
the math and English language arts lesson. The students use the calendar to count how many
days have gone by in the month, to play the hide a number on the calendar game and to talk
about how many months are in a year. The wall also has a number chart that is used to track
how many days the students have been in school. The teacher often uses this chart to ask the
students to count how many days they have been in school. They also have a bar graph they
use to track how many sunny, cloud, windy, snowy and rainy days. The teacher utilizes the
smart board to guide the students during the math lesson. The students use worksheets from
GoMath! from Common Core to complete their math lesson. The teacher is able to bring her
own copy of the worksheet up on the smart board to guide the students during their math
lesson. They are currently working on numbers one through ten, but they do can count
beyond the number twenty. They often use counters to represent numbers. During this lesson
the students focused on the number nine, the teacher asked the students to use different
colored counters to show how they can make nine. The students used various representations
of the number nine, like four red counters and five yellow counters. The teacher assisted the
students in coming up with different ways to represent the number nine. During stations, in
the math station the students are often given assignments that involve sorting and comparing
numbers. Around the classroom, there are posters with numbers on them, posters with shapes
to represent different numbers, number lines and a math center. The math station is equipped
with different games, ten frames, counters, white boards, math books and other math
materials. Overall, the teacher provided many opportunities for the students to engage in

math. The teacher created lesson plans that were based upon the common core standards and
therefore made appropriate learning opportunities available to the students.

VIII. Recommendations:
During my observation for mathematics I saw little room for improvement. The students
engage in their math lessons and are challenged appropriately. The teacher uses various
methods to ensure the students are using math with the class and independently. The
smart board helps encourage the students to get excited for their math lesson. One issue I
did see is that the students do not have the desire to utilize the math center in the
classroom. When they do have the opportunity to play, the math station is not touched.
The students are eager to go on the computer, use the I pads, play in the kitchen or do a
puzzle, but do not think to go to the math center. I recommend that the students be
encouraged to utilize the math center. I also recommend that the math center be more
inviting. Currently, the center is a cramped shelf. By getting a larger shelf and using
baskets to organize different math activities, the children would be more invited to utilize
this center. The students should be encouraged to use this center to further their
mathematical interest and understanding. According to the National Council of Teachers
of Mathematics (NCTM), Engaging mathematical games can also encourage students to
explore number combinations, place value, patterns, and other important mathematical
concepts. Further, they afford opportunities for students to deepen their mathematical
understanding and reasoning (Rutherford, 2015). By encouraging students to want to use
the math station it can help further their mathematics skills. It can create a desire for them
to want to further their mathematical understanding. For those students who are
struggling with math, utilizing the math center can give them opportunities to become
stronger in this area at their own pace. Overall, the mathematics standards are being met
in this Kindergarten classroom. The students are provided a myriad of opportunities to
engage in mathematics and benefit from using technology to further their understanding.
If the students take advantage of having a math center in the classroom, they will develop
stronger mathematic skills independently, furthering their desire to learn.
IX. Post-Observation:
I go to Lamonte Elementary School on Tuesdays from 8 a.m. until 11 a.m., each week.
During my time in this Kindergarten Classroom, I observe different classroom activities.
During my observation for mathematics, I observed how the teacher utilized the
standards set by Common Core, to create developmentally appropriate lesson plans. I
observed how well the teacher taught mathematics and whether or not the students were
up to par with the Common Core standards. By creating a checklist based upon Counting
and Cardinality, I was able to observe more efficiently and I knew what to look for in an
appropriate learning environment.
X. Citations:

Common Core. (2016). Kindergarten Counting & Cardinality | Common Core State
Standards Initiative. Retrieved from
http://www.corestandards.org/Math/Content/K/CC/

Rutherford, K. (2015, April 27). NCTM- Why Play Math Games? Retrieved from
http://www.nctm.org/publications/teaching-children-mathematics/blog/why-playmath-games_/