##
* *Reflection: Exit Tickets
4 Square Fact or Fiction - Section 5: Closing

I used an exit ticket during this lesson, but it wasn't the only kind of assessment I used! The true/false charts were very helpful in quickly spotting number sentences that students were consistently getting correct and which ones they were consistently getting wrong.

I have a team of teachers who also teach these lessons with me and also used the true/false charts as assessment. One of the teachers immediately noticed that her students were getting the number sentence wrong when there was a single number on the left (ie: 20=18+2). This allowed her to quickly address the misconception with the whole class and discuss how to figure out if this is true or false.

This kind of assessment is great for identifying trends across my class. It would have been great for identifying individual student misconceptions but I forgot to remind kids to write their names on each card! Just a reminder to do this with your kids so it can be even more informative!

*Multiple Ways of Assessing*

*Exit Tickets: Multiple Ways of Assessing*

# 4 Square Fact or Fiction

Lesson 8 of 8

## Objective: SWBAT identify the number sentence in a group that is not true.

#### Hook and Objective

*5 min*

**CCSS Context:**

This lesson incorporates quite a few Common Core standards. As all teachers know, there never seems to be enough time in the year! This lesson allows you to address and review multiple standards in one day. Students are applying their understanding of 1.OA.D7 to prove if statements are true or false. They are also expected to use the academic vocabulary of "true" and "false" throughout the lesson. Students also are given 3 addend equations and apply their understanding of the associative property to make adding those 3 numbers more efficient (1.OA.B3).

**Review:**

We have been proving whether or not a statement is true or false. Today we are going to use what we have been practicing to help us figure out which statement is false. We are going to learn how to play a game called Four Square to help us do this!

**Objective:**

Your thinking job today is: Which statement in this group is false and how can I prove it?

*Beyond Belief Fact of Fiction image copyright Fox Broadcasting Company.

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#### Opening Discussion

*15 min*

**Present Problem: I was solving number sentences for my homework. I made a mistake on one. Can you find my mistake? **

- 9 + 1 + 1 = 10 + 1
- 14 - 2 = 10 + 2
- 35 = 35
- 13 + 4 = 9

**Partner talk Questions: **

- Can you know for sure by just looking at these? Why not?
- Is there one that you are sure is right or wrong immediately? Which one?
- What can we do to show if the other ones are true or false?

I'll quickly divide the class into 3 groups and have each group work on solving one of the equations we have listed here on a white boards. That group will have to prove to the other groups that the equation is true or false.

**See this video of how I structured this group time.**Whiteboards and group work can feel like herding cats if you are new to it! Hopefully this video helps give you an idea of how you could structure it in your own room!

After 3-4 minutes of solving time, I'll choose a student presenter from each group to present their answer to the class.

**After presentations, we will circle the one that is incorrect and partner talk about why it is incorrect. **

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#### Game Rules and Practice

*15 min*

We are going to play a game called 4 Square. The object of the game is to prove whether or not each statement is true or false, and to find the false one!

**Game Rules:**

1. Both players lay the gameboards face down.

2. On the count of 3, they turn them over.

3. Each player starts proving each statement. They show their strategies and write true or false with each one.

4. The first player to find the false statement moves to help the other player find it

5. Cut out the cards. Tape the true ones to our TRUE chart and the false ones to the FALSE chart.

We will practice with the Group A 1 Gameboard on the rug. I will play against another student and model appropriate behavior-particularly kind words, good sportsmanship, etc.

#### Resources

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#### Game Play

*15 min*

Students continue to work on different game boards with a partner. Choose partners carefully for this activity! Students should be matched based on current speed of their math facts. Pairing a student who is doing mental math with a student who needs to use cubes will lead to a frustrated game time. I have my partners planned out ahead of time to avoid that problem!

**Attached you will find the gameboards for the game.**

Group A :Sums under 10

Group B: Sums under 20; sometimes 3 addend equations

Group C: Often 3 addends; sums under 120

#### Resources

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#### Closing

*10 min*

I'll share one piece of exemplar work and then do an exit ticket for the day. This exit ticket asks students to find the false statement, but is in Multiple Choice format. I use exit tickets as a way to expose students to a variety of question formats so no matter what assessment they take, they are ready to take it on!

Exit Ticket Attached

#### Resources

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