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Rate the look-for that most needs to grow, find its colored tab, and flip to one action step to coach. Thirty-one action steps, each with the how, a line to say, and what to look for next time.
Start hereMath Action Step Flip Ring
Read me first
Effective feedback targets the underlying cause, not just symptoms.
Key questions:
Before (internalization): action steps about the planning and preparation a teacher does before the lesson. During (implementation): action steps about what the teacher does during instruction. In many cases, strong implementation depends on strong internalization first.
Precise praise, guided questions, a model, then practice. Follow up soon after.
UnTapped Genius · Math Action Step Flip Ring
Quick findLook-for to card number
Find the number, jump to it
Before the lesson the teacher didn’t plan it During the lesson planned, but not done in the lesson
Instructional Delivery
Learning Environment
Monitoring & Responding
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Section tab
6 action steps
Math
Is the classroom environment structured to support efficient routines and student persistence to maximize instructional time?
Find the look-for you rated, pick the action step, and jump to its number.
Routines
Classroom Management
UnTapped Genius · Math Action Step Flip Ring
Learning EnvironmentMath
No. 1
Handing out materials or pairing up takes minutes, and the teacher has no plan for those moments.
Students execute transitions, routines, and procedures in an efficient manner that maximizes instructional time.
“Which routine will you use most today, like turn and talk or passing out tools? Let's write who does what, in order.”
Routines run the same way every time, and students move through them quickly.
Planned it, but still not seeing it in the lesson? Check the teaching: Give What to Do Directions
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Learning EnvironmentMath
No. 2
Students start at different times, or ask what to do, after the teacher gives directions for the task.
Students execute transitions, routines, and procedures in an efficient manner that maximizes instructional time.
“Give me your directions as if I'm a student. Would I know when to start, what to do, how long and how loud?”
Students begin the task together on the cue, and no one has to ask what to do.
Did the teacher plan this? If not, start before the lesson with: Plan Critical Routines and Procedures
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Learning EnvironmentMath
No. 3
A routine is announced once, then students do it in different ways and it keeps costing minutes.
Students execute transitions, routines, and procedures in an efficient manner that maximizes instructional time.
“Show the routine exactly as you scripted it, then let students run it again. What will you say when they get it right?”
Students run the routine start to finish, and the teacher holds every student to it.
Did the teacher plan this? If not, start before the lesson with: Plan Critical Routines and Procedures
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Learning EnvironmentMath
No. 4
Directions are long or given while walking around, and students miss them or talk over the teacher.
Students follow expectations with positive teacher reinforcements. If misbehavior occurs, students are redirected with minimal disruption to instruction.
“Stop moving, stand tall, and give the direction in one short sentence. Let's try it and listen to your tone.”
Directions are short and clear, and students follow them the first time.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Learning EnvironmentMath
No. 5
A student is off task, and the teacher calls it out across the room or stops the math to deal with it.
Students follow expectations with positive teacher reinforcements. If misbehavior occurs, students are redirected with minimal disruption to instruction.
“Start by moving near the student. Then quietly say what to do, not what to stop. What's your short line for that?”
Students are back to the math within seconds, and the lesson keeps going.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Learning EnvironmentMath
No. 6
Many students drift at once, and the teacher keeps talking or gets louder without winning the room back.
Students follow expectations with positive teacher reinforcements. If misbehavior occurs, students are redirected with minimal disruption to instruction.
“Pause and call for attention when the room drifts. Name the students who are ready, then restate the expectation calmly. Try it once with me.”
The class resets fast, and the teacher thanks the students who are back on track.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Section tab
15 action steps
Math
Are all students learning accurate content through research and evidence-based instructional strategies?
Find the look-for you rated, pick the action step, and jump to its number.
Pacing
Explicit Model
Academic Language
Questions & Tasks
Frequent Practice
Breadth of Practice
Depth of Practice
UnTapped Genius · Math Action Step Flip Ring
Instructional DeliveryMath
No. 7
The lesson plan shows no times for the model or practice, and no cue to move from one part to the next.
The teacher maintains appropriate pacing aligned to the purpose of the planned lesson and driving towards student mastery of the objective.
“Which part of the lesson is most likely to run over? Put a time on it, and pick the cue that moves everyone on.”
Each part of the lesson ends on time, and independent practice gets its full minutes.
Planned it, but still not seeing it in the lesson? Check the teaching: Balance the Ratio Between Teacher Voice and Student Practice
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Instructional DeliveryMath
No. 8
The teacher talks and models for a long stretch, and students get little time to solve or explain.
The teacher maintains appropriate pacing aligned to the purpose of the planned lesson and driving towards student mastery of the objective.
“Shrink your modeling to the one idea students need, then get them solving. What can you leave out?”
Students spend most of the lesson solving, explaining and writing their math.
Did the teacher plan this? If not, start before the lesson with: Plan for Purposeful Pacing
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Instructional DeliveryMath
No. 9
The teacher moves on at the planned time even though many answers are wrong, or stays put when students are ready.
The teacher maintains appropriate pacing aligned to the purpose of the planned lesson and driving towards student mastery of the objective.
“After your quick check, what did the answers show? Decide now what you'll do if most miss it, and if most get it.”
The teacher slows down or speeds up based on what students show on quick checks.
Did the teacher plan this? If not, start before the lesson with: Plan for Purposeful Pacing
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Instructional DeliveryMath
No. 10
The teacher works the problems for the first time in front of students, and the key ideas get muddled.
The teacher explicitly models mathematical reasoning by thinking aloud, using representations to build conceptual understanding, making clear connections within and across grade-level content, and/or demonstrate, efficient procedures.
“Solve every problem before the lesson and draw the model students should use. Then explain it aloud to me. Where did it wobble?”
The teacher's explanations run smoothly and match the models students are asked to make.
Planned it, but still not seeing it in the lesson? Check the teaching: Deliver a Focused Explicit Model
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Instructional DeliveryMath
No. 11
The teacher has no worked solution, so student answers are hard to judge and common mistakes come as a surprise.
The teacher explicitly models mathematical reasoning by thinking aloud, using representations to build conceptual understanding, making clear connections within and across grade-level content, and/or demonstrate, efficient procedures.
“Solve the key problem the way you want students to, and mark where reasoning matters. What does a strong answer include?”
The teacher compares student work to a written exemplar and names what makes it strong.
Planned it, but still not seeing it in the lesson? Check the teaching: Deliver a Focused Explicit Model
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Instructional DeliveryMath
No. 12
The model uses several examples or runs long, and students can't say what the main math idea is.
The teacher explicitly models mathematical reasoning by thinking aloud, using representations to build conceptual understanding, making clear connections within and across grade-level content, and/or demonstrate, efficient procedures.
“Which single example carries the big idea best? Cut the rest. What quick check will you use before students solve?”
The model is short and built on one example, and students start solving right after it.
Did the teacher plan this? If not, start before the lesson with: Internalize Math Lessons
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Instructional DeliveryMath
No. 13
The teacher solves quietly or just shows moves, so students see the answer but not the thinking.
The teacher explicitly models mathematical reasoning by thinking aloud, using representations to build conceptual understanding, making clear connections within and across grade-level content, and/or demonstrate, efficient procedures.
“As you work the problem, say what you're doing and why. Use stems like I notice and I think. Which move will you narrate?”
Students can say why each move in the model was made, using the right math words.
Did the teacher plan this? If not, start before the lesson with: Internalize Math Lessons
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Instructional DeliveryMath
No. 14
Today's lesson is taught on its own, with no link to what students learned before or will learn next.
The teacher explicitly models mathematical reasoning by thinking aloud, using representations to build conceptual understanding, making clear connections within and across grade-level content, and/or demonstrate, efficient procedures.
“Where does today's idea show up in earlier math, and where will it show up later? Plan one line to tell students.”
Students link today's idea to earlier math in their own words.
Did the teacher plan this? If not, start before the lesson with: Internalize Math Lessons
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Instructional DeliveryMath
No action step
The teacher uses accurate and precise mathematical language in explanations.
TEA’s Math Observation & Feedback Action Step Guide lists no action step under this look-for.
Leaders may also create their own action steps using the what/how format to ensure clarity, precision, and impact.
TEA’s guide has no action step of its own for Academic Language. These action steps each include a move on precise math language. Coach the one that fits what you saw, then look at this look-for again next visit.
Action steps that touch it Added by UnTapped Genius
UnTapped Genius · Math Action Step Flip Ring
Instructional DeliveryMath
No. 15
Practice has many problems of equal weight, and students run out of time before the ones that matter.
The teacher uses effective questions and tasks that intentionally target all aspect(s) of rigor (conceptual understanding, procedural skill and fluency, automaticity, application).
“Which few problems get students reasoning and justifying? Mark those first, and put the extras after them.”
Students finish the must do problems before they start any extension work.
Planned it, but still not seeing it in the lesson? Check the teaching: Strengthen Conceptual Understanding Through Practice
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Instructional DeliveryMath
No. 16
Students get right answers by following a procedure, but can't show or explain why it works.
The teacher uses effective questions and tasks that intentionally target all aspect(s) of rigor (conceptual understanding, procedural skill and fluency, automaticity, application).
“Add a model or drawing beside the procedure. Then ask why it works while students solve. Which problem will you start with?”
Students show the same work in two ways and explain why the method works.
Did the teacher plan this? If not, start before the lesson with: Identify “Must Do” Math Problems for Student Practice
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Instructional DeliveryMath
No. 17
The plan says to do the practice problems, but not how: alone, with a partner, on boards, or who shares.
The teacher provides frequent opportunities for practice using multiple engagement strategies (independent, partner, and group practice; think-pair-share; turn and talk; everybody writes; whiteboard responses, show call with student work).
“How will students work on each problem: alone, with a partner or on boards? Write the cue you'll say to start them.”
Every student solves and shows thinking during practice, using the planned structure.
Planned it, but still not seeing it in the lesson? Check the teaching: Use Think Pair Share to Increase Engagement
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Instructional DeliveryMath
No. 18
Students turn and talk with no time to think first, or talk about anything but the math.
The teacher provides frequent opportunities for practice using multiple engagement strategies (independent, partner, and group practice; think-pair-share; turn and talk; everybody writes; whiteboard responses, show call with student work).
“Give silent think time first. Then cue the talk and name the math words you want to hear. What will you listen for?”
Partners talk about the problem with math words, after thinking on their own first.
Did the teacher plan this? If not, start before the lesson with: Plan for How Students Will Engage with Math Practice Problems
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Instructional DeliveryMath
No. 19
A few students answer aloud while the rest watch, so most students' thinking stays hidden.
All students are engaged in the practice required for mastery in ways that reveal their thinking (e.g. discussion, practice, justifying their thinking).
“Set the problem and the clock, and ask for silent solving from everyone. Read what they wrote before you call on anyone.”
All students write their solutions, and the teacher uses that work to guide the share.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Instructional DeliveryMath
No. 20
Students stall on a hard problem, and the teacher quickly shows how or makes the task easier.
Students do the cognitive work of the lesson at the depth required for mastery by giving precise responses, engaging in reasoning and problem-solving, and persevering through rigorous tasks.
“Before you help a stuck student, ask what they notice and how they could draw it. How will you show you believe they can?”
Students try more than one strategy and keep working through the hard problem.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Instructional DeliveryMath
No. 21
Students give only the answer, and the teacher accepts it without asking why it works.
Students do the cognitive work of the lesson at the depth required for mastery by giving precise responses, engaging in reasoning and problem-solving, and persevering through rigorous tasks.
“Ask why it works after a student gives an answer, and ask for another way. Which math words from the lesson will you push for?”
Students explain why their answer works, using precise math words from the lesson.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Section tab
10 action steps
Math
Are all students able to demonstrate learning with teacher adjustments through formative assessments?
Find the look-for you rated, pick the action step, and jump to its number.
Checks for Understanding
Monitoring
Responding
UnTapped Genius · Math Action Step Flip Ring
Monitoring & RespondingMath
No. 22
The plan has no set questions or tasks for checking, so the teacher checks a few students, if any.
The teacher deliberately checks for understanding through questioning, student work tasks, and formative assessments throughout the lesson.
TEA’s guide files this action step under Instructional Delivery.
“Solve the final problem yourself first. Which two or three questions tell you if students can? How will you hear everyone?”
Checks come at planned moments and match the final task, and every student responds.
Planned it, but still not seeing it in the lesson? Check the teaching: Use Universal Prompts to Reveal Student Thinking
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Monitoring & RespondingMath
No. 23
A student gives a short answer, and the teacher moves on or fills in the rest.
The teacher deliberately checks for understanding through questioning, student work tasks, and formative assessments throughout the lesson.
“After a hard question, wait. Then try a short prompt like tell me more or how do you know. Which one feels natural?”
A short prompt from the teacher gets students to say more about their thinking.
Did the teacher plan this? If not, start before the lesson with: Identify Checks for Understanding
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Monitoring & RespondingMath
No. 24
The teacher circulates without a plan, so some students are never seen and mistakes go unnoticed.
The teacher actively monitors student work by circulating the classroom, checking for understanding, and analyzing both verbal and written responses.
“Sketch your walking path on the seating chart. What will you check in each student's work, and where will you record it?”
The teacher walks a clear path and has a record of who got it and who didn't.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Monitoring & RespondingMath
No. 25
The teacher shows a student the fix or the answer instead of asking a question that gets them thinking.
The teacher actively monitors student work by circulating the classroom, checking for understanding, and analyzing both verbal and written responses.
“Look at the work first, then ask how they know, or if a drawing could help. What can you ask that doesn't give the answer?”
Students fix their own work after a question from the teacher, not after being told.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Monitoring & RespondingMath
No. 26
Students stumble on a problem the teacher didn't see coming, and the response is made up on the spot.
The teacher makes adjustments in response to student learning (scaffolding understanding of abstract concepts by connecting to concrete and pictorial representations, providing language supports, giving individual feedback, addressing misconceptions, modeling, etc.)
“What mistake will students make on the hardest problem, and why? Write a question that sends them back to the model.”
When a common mistake shows up, the teacher uses a prepared question and students recheck.
Planned it, but still not seeing it in the lesson? Check the teaching: Use Scaffolds to Increase Access
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Monitoring & RespondingMath
No. 27
Students who struggle sit stuck with no support, or the teacher makes the task so easy the thinking disappears.
The teacher makes adjustments in response to student learning (scaffolding understanding of abstract concepts by connecting to concrete and pictorial representations, providing language supports, giving individual feedback, addressing misconceptions, modeling, etc.)
“Pick one spot where students will struggle and add a stem or model for it. Keep the math just as hard. What will you use?”
Students use a model or stem to get started, and the math stays demanding.
Did the teacher plan this? If not, start before the lesson with: Plan for Error
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Monitoring & RespondingMath
No. 28
Students are lost on a multi-part problem, and the teacher repeats the same question or gives the answer.
The teacher makes adjustments in response to student learning (scaffolding understanding of abstract concepts by connecting to concrete and pictorial representations, providing language supports, giving individual feedback, addressing misconceptions, modeling, etc.)
“Line up a few questions, from easier to harder, that lead students to the big one. What will you ask first?”
Students work to the answer through a series of questions, without being told.
Did the teacher plan this? If not, start before the lesson with: Plan for Error
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Monitoring & RespondingMath
No. 29
Many students make the same mistake, and the teacher reteaches the whole problem or just says the answer.
The teacher makes adjustments in response to student learning (scaffolding understanding of abstract concepts by connecting to concrete and pictorial representations, providing language supports, giving individual feedback, addressing misconceptions, modeling, etc.)
“What did most students get right? Say that first, then model only where the work broke. What should they watch for?”
After a short model, students fix their work and go on solving.
Did the teacher plan this? If not, start before the lesson with: Plan for Error
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Monitoring & RespondingMath
No. 30
A common misconception shows in many students' work, and the teacher explains it alone, with no student talk.
The teacher makes adjustments in response to student learning (scaffolding understanding of abstract concepts by connecting to concrete and pictorial representations, providing language supports, giving individual feedback, addressing misconceptions, modeling, etc.)
“Put the wrong method on the board. What question gets students to show with a model why it fails? Let them talk first.”
Students explain the error to each other with a model, and fix it.
Did the teacher plan this? If not, start before the lesson with: Plan for Error
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Monitoring & RespondingMath
No. 31
Strong student work is in notebooks and on whiteboards, but the teacher never shows it to the class.
The teacher makes adjustments in response to student learning (scaffolding understanding of abstract concepts by connecting to concrete and pictorial representations, providing language supports, giving individual feedback, addressing misconceptions, modeling, etc.)
Also see Frequent Practice: the tool names show call with student work there.
“Which piece of work shows strong thinking? Have the class explain it and name the takeaway. What new problem will they try next?”
Students explain a classmate's work, then try the same strategy on a new problem.
Did the teacher plan this? If not, start before the lesson with: Plan for Error
UnTapped Genius · Action steps from TEA’s Math Observation & Feedback Action Step Guide
Card 1 of 37
Read me first
The math action steps, their how bullets, and the before and during the lesson paths (TEA calls them Instructional Internalization and Instructional Implementation) come from TEA's Math Observation & Feedback Action Step Guide, part of the Observation & Feedback Playbook, word for word. The look-fors are the ones on TEA's Math Classroom Observation Tool. TEA's guide files no action step under Academic Language, so that look-for has a card that says so. UnTapped Genius chose which look-for each action step sits under, and added the Use when you see, Say it and Look for next time coaching supports, the quick find, and the navigation. The coaching supports are marked Added by UnTapped Genius on each card.
This tool is free to use and is not affiliated with, sponsored by, or endorsed by the Texas Education Agency.
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