## Reflection: Exit Tickets Working with Expressions and Equations Part 3 - Section 4: Closure and Ticket to Go

I collected the tickets to go to see what students understood about translating algebraic expressions and substitution 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 represent the situations with algebra.  Many novice students created “6 – d” for #1 instead of “d – 6”.  They also struggled to determine what to do once they substituted the value in for each variable.  For problem 3, this student substituted 5 in for b, but did not recognize that 4b represented 4 times b.  She ended up subtracting 45 – 6 rather than 4 x 5 – 6.  Also the fraction bar confused her and she was not able to complete problem 4 and 5.

These students were able to represent situations with algebra and were able to use substitution with one or two mistakes.  Like the novice student, this student substituted 5 in for b for #3, but did not multiply 4 x 5.  It is interesting that in #5 he was able to see that ½h represents ½ times h.  This makes me think that he understand the rule, he just made a careless mistake in #4.  Other students in this category made a mistake with the fractions in either #4 or #5.  For number 5, a couple students multiplied ½ times 12 and got 72.

These students were able to correctly create expressions and use substitution.  They showed their work for each step and correctly applied order of operations.

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 in the “approaching mastery” for careless mistakes.  In the next lesson, I will hand back the tickets to go and go over the common mistakes.  I am using 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.

Exit Tickets: Looking at Exit Tickets

# Working with Expressions and Equations Part 3

Unit 6: Expressions, Equations, & Inequalities
Lesson 4 of 20

## Big Idea: Ben’s mom gives him the option of grooming 3 horses or mowing 2 fields. Which job should Ben choose? Why? Students use their knowledge of algebraic expressions and equations to write expressions and equations.

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Standards:
Subject(s):
Math, Algebra, Expressions (Algebra), 6th grade, master teacher project
60 minutes

### Andrea Palmer

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