Exit Card samples

Below are sample Exit Card suggestions for you.  Which types of exit cards do yours typically look like?

Questions designed for meta-cognitive reflection / connection

  • How does today’s problem remind you of a problem you have solved before?
  • Explain one of the strategies discussed in class that was different than yours.  How was it different than yours?  How was it similar?
  • What do you believe was the purpose of today’s problem?  What did you learn?
  • What area gave you the most difficulty today?
  • Something that really helped me in my learning today was ….
  • What connection did you make today that made you say, “AHA! I get it!”
  • Describe how you solved a problem today.
  • Something I still don’t understand is …
  • Write a question you’d like to ask or something you’d like to know more about.
  • Did working with a partner make your work easier or harder. Please explain.

 

 

Questions targeted towards concepts

  • Use a diagram to help explain how to compare 2 fractions with different denominators.  
  • Create 2 addition questions, one that is easy to solve mentally and one that is harder.  Use a number line to explain how to answer both.  What makes one of the questions harder?
  • When would you ever need to know the area of a rectangle?  Pose a math problem using this information with an appropriate context and find the answer.
  • 1/2 + 1/3 = 5/6  When would you need to know this?  Pose a math problem using this information with an appropriate context.
  • When 2 even numbers are multiplied together we get an answer (product) that is even.  Is this always true?  Give examples to explain your thinking.
  • Draw a picture to explain why 2/3rds divided by 4/5ths is 10/12ths.   
  • Two rectangles have the same area but very different perimeters.  What could the dimensions of the rectangles be?  Explain why you picked these rectangles.

 

Questions targeted towards procedures

  • Two fractions are added together.  Their sum is between 1/2 and 3/4 . Show 2 fractions that could possibly work.
  • Explain to someone unfamiliar with multiplying how to solve a 2-digit by 2-digit question.  Give an example.  Solve it in 2 different ways.
  • How many ways can you solve 68 + 18?  Explain each way.  Which was the most efficient for you?

 

 

Questions focused on clarifying misconceptions

  • Susan and Jamie are arguing over which answer is correct to 12.1 + 25.25.  Susan believes the answer is 26.46.  Jamie thinks the answer is 37.35.  Explain how both got their answers.  Who is right?  What misconceptions led to the incorrect answer?
  • Philip explained that 100cm2 is the same as 1m2.  Explain why he is correct/incorrect.
  • Explain one of the disagreements we had today during our congress.  What did we learn from our initial misconceptions?
  • Is 2/4 larger or smaller than 2/6?  How do you know?
  • Tracy says you can reduce 8/10 to 4/5.  Dan says they are the same, but Tracy says that 8/10 is larger.  Who is right?  How do you know?  
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