Script for 1st Grade Observation on Ordering Numbers

Teacher:
We are going to work on ordering numbers... that
means putting numbers in order from the smallest
number to the biggest number... (1a) (3a)
What are we going to work on? (1c)
Thats our target! (1c)
What questions do we have? (3b)
_______ where should you be? Nope, you should be
with us.
Now Im going to give you some numbers, everybody
look.
What numbers are these?
Put them in order... from the smallest number to the
biggest.
Good job. Give yourself a point.
You did, you did. You got it right! (3d)
Then what number would come next? (3b)
Wait, is this number smaller, or is this number smaller?
So then what number would come next.
Thats our second number, then what number, yep,
then what number? Good.
Everybody got it right! Good.
Now Im going to give you some different words. Least
to greatest. Do you know what that means? Greatest
means big, so what does least mean? (1b)
Look what you have here though. Point to the smallest
number on this board.
You are just guessing. Is is 2, 4? (3d)
Math with friends, I should not hear you. You should
not be that loud. Math by myself, you can grab the next
cards.
Put these in order from smallest to biggest. Good,
good.
So what did we work on in this group today? (3a)
Yes, ordering numbers, how? What did we do.
Group 2: We are going to work on ordering numbers.
Can you put these numbers in order from smallest to
biggest?
Write these numbers in order from least to greatest.
Smallest number first, so E what is my smallest number
on this board? Good. So what number would come
next if we were going from smallest to biggest. Look at
the hundred chart. (3e)
Pulled students aside: I shouldnt be able to hear your
voice from over here. Do you hear how quietly Im
working? Can you do the same? Promise? Thank
you. (2d)
How are we ordering these numbers? Whats the math
term? Yes, least to greatest. Thats the math term.
What does least to greatest mean? (3b)
Man you guys were a lot smarter at this than I thought
you were! You really surprised me! (1a)
Can you read these numbers out loud for me?
Ok, A, you are going to read the words to me in order.
Ok, we are going to switch it up a bit, we are going to
the greatest to the least. (1e)
Greatest number first.
You guys did awesome! (2a)

Lyndsey Douglas

I need all groups to the carpet.

Make sure you help your friends out and tell them that
we need to get to the carpet? (2c)
CLOSING: Who do you think deserves a point today for
working hard and not disturbing others?
What did we work on today? (1c)
How were we ordering numbers? What are our math
terms? (1c)
I am very proud of you. (2a) You did a pretty good job.
Please walk quietly to your tables and we will do an
exercise.
Students:
Ill show you how to do this.
I have 14. How many do you have? (3c)
Im first because I have the littlest numbers.
9? I dont have a nine.
10, 11, 12.... (3c)
We are working on ordering numbers. (2b)
We already did it on the construction sheet.
The alligator has to eat the biggest number. (1f)
Oopsie.
I did it! I did it! (2b)
We made a circle.
I just put them around in a circle. We numbered them.
Mix them all up.
1! 2! 3!...
Do you want to switch cards? NO (1e)
It just ringed. Oh no it didnt. It didnt ring. It was just
the timer. We dont have to pick them up.
I made my seven without my eyes closed.
Ordering numbers.
We were doing greatest to least, no, least to greatest.
Math By Myself: I have a 5, do you have a 6? 2, 4, 6, 8,
10, 12, 14, 16, 18, 20! (1e)
Math with Friends: I cant do it. I cant find the number
15. I found it! (laughs) Now we need 16. (2b)
Teacher Group: Smallest to biggest! Least to greatest!
(3c)
It means the lowest goes down here and the biggest
goes up here. (2b)
This is easy!
CLOSING: _______. Because she was following
directions. (2a)
________ because she was being quiet during her
group.
_______ wasnt messing around in her groups.
Ordering numbers.
THOUGHTS:
Love the picture rotation chart~ well thought out
(adjusting to 1st grade) (2e)
such a warm, welcoming environment (2e)
Objective clearly stated to students
Language: math with friends, math by myself, math with
Mrs. ______, Computer math (3a)
adapted curriculum for individual students.
Students were on task and engaged.

Script for 1st Grade Observation on Ordering Numbers

Planning and Preparation Notes: Exemplary

________ displayed an extensive knowledge of how
students learn by applying the strategy of Daily 5 Math.
________ is aware of special learning needs and
arranged for those students needs to be met. Learning
activities were highly suitable to diver learners and
supported the instructional outcome of ordering
numbers. Student activities were well planned and
engaged students, students outcomes were clear and
developmentally appropriate.

Instructional Performance: Exemplary

_______ clearly stated the objectives, students also
stated objectives. Directions and procedures were
clear to students. Students contributed to explaining
concepts to peers. Instructional groups are productive
and fully appropriate to the students, _________
adjusted her small group lessons to the ability of the
students in the group. She gave timely and effective
feedback to learning and enhanced high level students
with spontaneous teaching. The entire lesson allowed
for reflection and closure.

Classroom Environment: Exemplary

__________ has a warm and welcoming environment
in which to learn. Teacher interactions with students
reflected genuine respect and caring. When students
needed corrected, they were talked to privately and
respectfully. The students trust ______ and were able
to care for and monitor each other. Students were able
to compliment others and help one another learn.
Students participated actively and their desire to learn
was apparent. Routines were obvious and transitions
were smooth.

Professional Responsibilities: Proficient

Teacher accurately reflected on the lesson, offering
specific alternative actions and a course of action for
the next lesson. Relationships with colleagues are
characterized by mutual support and cooperation as
_______ works well with her peers. ________ seeks
out opportunities and feedback and participates actively
with mentor teachers. _______ is highly proactive in
serving students and continuously seeks out resources
as needed.

Lyndsey Douglas