Reflection: Exit Tickets Finding Solutions to Equations - Section 4: Closure and Ticket to Go


I collected the tickets to go to see what students understood about solving algebraic expressions 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 with many aspects of solving equations.  Oftentimes these students did not use substitution to check their answers.  This particular student did not understand the meaning of 9^2.  He also did not check his solutions for problems (c) and (d).  If he had plugged in his answers he may have noticed that they did not work.  Many students struggled with (d).  Twenty was a very common incorrect answer.  This student saw equation (d) as “1/2 of 40 equals a number” rather than “1/2 of a number is 40”. 

Approaching Mastery: 

These students were able to solve some of the equations, but struggled with others.  As a group these students were able to represent exponents, but struggled to solve problem (d).  This particular student saw equation (a) as 36 – 4 = h, rather than 36 = h – 4.  She did not use substitution to check her solution of 32. 


These students were able to correctly solve equations.  They showed their work and clearly labeled their solutions.

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 reviewed equation (d) and had students share their strategies for solving it.  I then gave students a couple other equations that were similar to this problem.

  Exit Tickets: Looking at Tickets to Go
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Finding Solutions to Equations

Unit 6: Expressions, Equations, & Inequalities
Lesson 10 of 20

Objective: SWBAT: • Define solution and substitution. • Use substitution to check whether a number is a solution. • Solve one-step equations.

Big Idea: Are the solutions to 30 – n = 15 and n – 30 = 15 the same? Why or why not? Students apply their knowledge to finding solutions to one-step equations.

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Math, Algebra, Expressions (Algebra), substitution, 6th grade, master teacher project, equation
  50 minutes
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