The mathematics or science content chosen was significant, worthwhile, and developmentally appropriate for this course (includes the content standards covered, as well as examples and activities chosen by the teacher).

Content communicated through direct and non-direct instruction by the teacher is consistent with deep knowledge and fluency with the mathematics or science concepts of the lesson (e.g., fluent use of examples, discussions, and explanation).

Teacher written and verbal content information was accurate.

Formal assessments used by teacher (if available) were consistent with content objectives (homework, lab sheets, tests, quizzes, etc.).

Elements of mathematical/scientific abstraction were used appropriately (e.g., multiple forms of representation in science and mathematics classes include verbal, graphic, symbolic, visualizations, simulations, models of systems and structures that are not directly observable in real time or by the naked eye, etc.).

During the lesson, it was made explicit to students why the content is important to learn.

Appropriate connections were made to other areas of mathematics or science and/or to other disciplines.

During the lesson, there was discussion about the content topic’s role in history, current events, or relevant “real-world” problems.