## Reflection: Exit Tickets Division with Mixed Numbers - Section 5: Closing and Exit Ticket

Once I receive the completed exit tickets, I immediately begin giving feedback to students on their work (my students stay with me after I teach my lesson to work on cumulative review, application problems, and/or math fluency).  As I look through the exit tickers, I have the chance to check in with students to have them re-do their work if needed.

I might ask a student to write a compatible number sentence or draw a visual representation as a way to check an incorrect answer.  If I believe the student can easily analyze her/his own work and figure out the mistake that was made, I won't stay with that student while (s)he fixes the work.

I may sit next to a student and ask him/her to tell me the steps needed to divide with mixed numbers.  As the student articulates the steps, we'll check over the work to see if those steps were followed.  I'd do this if a student was consistently not using the reciprocal of the divisor or consistently using the reciprocal of the dividend.

My goal in providing immediate feedback is to help clear up a misconception before students go home to work on this division for homework.  I want to clear up the issue before it becomes a habit that needs breaking.

Feedback to Students
Exit Tickets: Feedback to Students

# Division with Mixed Numbers

Unit 2: Division with Fractions
Lesson 5 of 6

## Big Idea: The meaning of division is the same for whole numbers and fractions; you are taking a total and creating equal groups.

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5 teachers like this lesson
Standards:
Subject(s):
Math, Fractions, Numbers and Operations, division, mixed numbers, mixed numbers, Operations
65 minutes

### Carla Seeger

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