24 Numeracy Exit Ticket activities for students to provide evidence of their learning progress.

This teaching resource is an assessment tool for students to show evidence of their learning. Use Exit Tickets after a numeracy skill has been taught, as a way to show evidence that they have acquired the skill, and ready to move forward to the next learning goal.

Recall multiplication facts up to 10 x 10 and related division facts
Elaborations
using known multiplication facts to calculate related division facts (Skills: Numeracy, Critical and Creative Thinking)
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Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder

Find unknown quantities in number sentences involving addition and subtraction and identify equivalent number sentences involving addition and subtraction

Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values

Recognise and extend the application of place value to tenths and hundredths and use the conventions of decimal notation to name and represent decimals

Develop efficient strategies and use appropriate digital tools for solving problems involving addition and subtraction, and multiplication and division where there is no remainder

Use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions

Interpret unmarked and partial units when measuring and comparing attributes of length, mass, capacity, duration and temperature, using scaled and digital instruments and appropriate units

Estimate and compare angles using angle names including acute, obtuse, straight angle, reflex and revolution, and recognise their relationship to a right angle

Acquire data for categorical and discrete numerical variables to address a question of interest or purpose using digital tools; represent data using many-to-one pictographs, column graphs and other displays or visualisations; interpret and discuss the information that has been created

Analyse the effectiveness of different displays or visualisations in illustrating and comparing data distributions, then discuss the shape of distributions and the variation in the data

Conduct statistical investigations, collecting data through survey responses and other methods; record and display data using digital tools; interpret the data and communicate the results

Write a review to help other teachers and parents like yourself. If you'd like to
request a change to this resource, or report an error, select the corresponding tab
above.

There is an error on page 2 - I can match equivalent fractions. 4/12 and 2/3 are not equivalent to any of the representations.

Stephanie (Teach Starter)
·

Hi there Jenny, thank you so much for taking the time to point out this error. I have changed 2/3 to 1/3 on the resource so this fraction now has equivalence with 4/12. This new version is available to download from the resource page. Thanks again, and have a wonderful day!

Tara Bowden
·

These are great. Is it possible to produce a copy which has each exit ticket on a separate page with 4 copies of it?

Annabel
·

Great idea!!

Tom (Teach Starter)
·

Hi Tara,
Thank you for your comment! So we can keep all of our suggestions and requests together, can you please submit a change request to this resource using the Changes & Updates tab above? This tab can be found near the comments section.
Thanks again!

Anonymous
·

This is so helpful thanks teach starter

Royce (Teach Starter)
·

Hey Lily, thank you for taking the time to share your lovely feedback. Good to hear these will be good value for you and your class.

Anonymous
·

So helpful thanks

Anonymous
·

Thanks have a great day

Royce (Teach Starter)
·

Thank you Lily, I am glad to hear these will be useful for your students.

Catherine Dartnall
·

An excellent resource saving me so much time! Thank you!

Paul (Teach Starter)
·

You're most welcome, Catherine!

Tarbinder Pandher
·

ticket on first page says 10,000 should state 100,000

Stephanie (Teach Starter)
·

Hi there Tarbinder, thank you for pointing this out to us. The resource is in the process of being updated. I will let you know once the updated version is available for download. Have a wonderful day!

A learning goal has been updated to now say, 'I can represent numbers above 10 000 on a number line.'

Suggest a Change

Would you like something changed or customised on this resource? While our team
makes every effort to complete change suggestions, we can't guarantee that every
change will be completed.

Assess your student's ability to represent fractions greater than zero and less than or equal to one with a set of printable fractions on a number line exit tickets

Jenny Hoang·There is an error on page 2 - I can match equivalent fractions. 4/12 and 2/3 are not equivalent to any of the representations.

Stephanie (Teach Starter)·Hi there Jenny, thank you so much for taking the time to point out this error. I have changed 2/3 to 1/3 on the resource so this fraction now has equivalence with 4/12. This new version is available to download from the resource page. Thanks again, and have a wonderful day!

Tara Bowden·These are great. Is it possible to produce a copy which has each exit ticket on a separate page with 4 copies of it?

Annabel·Great idea!!

Tom (Teach Starter)·Hi Tara, Thank you for your comment! So we can keep all of our suggestions and requests together, can you please submit a change request to this resource using the Changes & Updates tab above? This tab can be found near the comments section. Thanks again!

Anonymous·This is so helpful thanks teach starter

Royce (Teach Starter)·Hey Lily, thank you for taking the time to share your lovely feedback. Good to hear these will be good value for you and your class.

Anonymous·So helpful thanks

Anonymous·Thanks have a great day

Royce (Teach Starter)·Thank you Lily, I am glad to hear these will be useful for your students.

Catherine Dartnall·An excellent resource saving me so much time! Thank you!

Paul (Teach Starter)·You're most welcome, Catherine!

Tarbinder Pandher·ticket on first page says 10,000 should state 100,000

Stephanie (Teach Starter)·Hi there Tarbinder, thank you for pointing this out to us. The resource is in the process of being updated. I will let you know once the updated version is available for download. Have a wonderful day!