Interviewer: What I’m gonna ask you to do today is think about patterns that we discussed in or choral count. On your exit today I’m gonna ask you to write the next seven multiples of this count.
Exit tickets are really valuable for me in getting a quick snapshot in if students are completely got it, if students didn’t completely get it, and everywhere in between.
I’m gonna ask you to do this by yourself, it’s not a test. I just kind of want to see your thinking on this.
After a lesson, I can just take a few minutes, and I can say, “She’s here. He’s here,” and kind of make general ideas about where my class is, and any misconceptions that are going on in the class. I can then plan for how to deal with those.
Interviewee: One-one, and then it goes 2, 2, 2, and then it goes 3, 3, and then it goes 4, 4, 4. The odds are repeated two times and even are repeated three times.
Interviewer: Some of the pressure and some of the anxiety that students have around bigger testing situations, they don’t have in exit tickets. Partly because they have ‘em frequently, daily, and also because we talk a lot about how this is just for me to see where you’re at. It’s not a report card thing; I mean we have that conversation quite a bit.
You guys did a really nice job on your exit slips, and I noticed a lot of patterns that you guys saw in the structure of how multiplication works. Abdi 01:46, do you want to share one, because this was a pattern we started to talk about on our count. Then Abdi took that idea and went a little bit further with it.
Interviewee: Ninety-six, a view out of 4, the ones place becomes 0, and adds another number to the 10 space and the 10 repeats itself three times.
Interviewer: ‘Cuz you’re switching over, you’re adding the new 10 place.
Interviewer: You guys did a great job. Can we give ourselves a bubble clap please? Ready? Awesome job.