Reflection: Exit Tickets Translating Algebraic Expressions and Equations - Section 6: Closure and Ticket to Go


I collected the tickets to go to see what students understood about translating algebraic expressions and equations as well as what gaps in understanding they had.  I corrected the tickets to go and grouped them in the following way:


These students struggled to differentiate between the various vocabulary words.  These students also struggled with identifying which operations matched which situations.  For example, this student translated 4n as “4 and n”.  Also, she thought that “quotient” implied multiplication.  It is clear that these students need additional vocabulary support and practice.

Approaching Mastery:

These students were able to differentiate between most of the vocabulary words.  Although they were able to translate a couple of the expressions and equations, they still struggled.  The most common mistakes were in 2a and 2b.  Some students wrote “8 less than a number” as “8-n”.  This particular student read “less than” and made a connection with an inequality.  In problem 2b, he identified “quotient” as a multiplication problem and did not include a variable.  Furthermore, he identified the coefficient in 1c as “6x” rather than just “6”.  These students have a handle on translation, they just need more practice. 


These students were able to correctly identify and use vocabulary words as well as translate algebraic expressions and equations.  They recognized that “8 less than a number” is expressed as “n -8” rather than “8 – n”. 

For this situation, I did not include an “advanced” category because the content did not require students to explain or analyze their work.   Most students were able to use the vocabulary words correctly, but made a couple mistakes translating the expressions and equations.  I use these tickets to go to create homogeneous groups for the next lesson.  For the few students who were novices, I check in with them multiple times during the group work of the next lesson to further support them.  I will also pass back the ticket to gos so students can see and correct their work.    

  Exit Tickets: Looking at Exit Tickets
Loading resource...

Translating Algebraic Expressions and Equations

Unit 6: Expressions, Equations, & Inequalities
Lesson 1 of 20

Objective: SWBAT: • Identify variables, coefficients, and constants. • Differentiate between an algebraic expression and an algebraic equation. • Translate between a written description of an expression or equation and the actual expression or equation.

Big Idea: Students will translate between the written form and algebraic form using correct mathematical notation.

  Print Lesson
95 teachers like this lesson
Math, Algebra, Expressions (Algebra), 6th grade, master teacher project, equation
  60 minutes
unit 5 1 image
Similar Lessons
Writing Algebraic Expressions
6th Grade Math » Expressions
Big Idea: Algebraic expressions can both represent verbal expressions and communicate the meaning of the verbal expression.
New Haven, CT
Environment: Urban
Carla Seeger
Unit 3 Pre-Assessment
6th Grade Math » Expressions
Big Idea: Understand where students are, so that you can map a journey to where you want them to be.
Jonesboro, GA
Environment: Urban
Michelle Braggs
What is Algebra?
6th Grade Math » Expressions
Big Idea: What do 6th grade students really need to know about Algebra?
Plainfield, IL
Environment: Suburban
Michelle Schade
Something went wrong. See details for more info
Nothing to upload