Reflection: Exit Tickets Number Tricks - Section 5: Closure and Ticket to Go


I collected the tickets to go to see what students understood about number tricks and inverse operations and what gaps in understanding they had.  I corrected the tickets to go and grouped them in the following way:


These students struggled to use the algebra tile pictures to understand the steps of the trick.  This student thought that step 5 was dividing the number by 2, rather than 3.  He understood that his answer should be two, so he adjusted his final answers at the end.  These students usually did not answer the question about inverse operations, or wrote an answer that did not show the connection between inverse operations and the number trick.

Approaching Mastery: 

These students were able to use the algebra tile pictures to figure out each step of the number trick.  These students typically made a calculation mistake and either did not answer the last question, or their answer did not make a connection between the number trick and inverse operations.


These students were able to not only use the algebra tile pictures to figure out the steps of the trick, but they were also able to complete three correct trials of the trick.  These students were able to explain the concept of inverse operations, but their explanations did not specifically connect to the given number trick.


These students were able to correct complete the number trick and they were able to make an explicit connection between the given number trick and inverse operation.  This student mentions that when you add three and subtract three “you are undoing that addition to get back to a certain number”. 

Most students were able to correctly complete the number trick, but struggled to make a specific connection between inverse operations and the given number trick.  I will pass back these tickets to go so that students can see their work and correct mistakes.  I will also use them to create homogeneous groups for the next lesson.  I will check in with the few novices to work with them on developing an understanding of representing expressions and calculations with algebra tiles.  

  Exit Tickets: Looking at Student Work
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Number Tricks

Unit 6: Expressions, Equations, & Inequalities
Lesson 15 of 20

Objective: SWBAT: • Define and identify inverse operations • Represent number tricks using algebra tiles • Explain why number tricks work using algebra tiles

Big Idea: Why do these number tricks work? How do these tricks connect to inverse operations? Students work with algebra tiles to understand how and why these number tricks work.

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5 teachers like this lesson
Math, Algebra, Expressions (Algebra), 6th grade, master teacher project, inverse operations
  50 minutes
unit 6 15 image
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