This exit ticket was to check and make sure all of the students were understanding where the number fell on our class number strip and how it ties to the number of tens, plus ones.

We didn't think there was enough room for students to show their work on the one in the kit. Also, the paper strips became difficult to manage.

Two pages are for 1st and two are for 2nd graders.

For the Multi-age (1-2) classrooms, there are two different levels.

These are Mitman versions of what is found in the Appendix. My Goal was to make them clearer. Feel free to copy and tweak.

Exit Tickets for Days 1, 2, 5 and a Mystery One.

This is where students can explain how the work they have been doing is connected to place value.

For a final poster presentation, these were the parts I wanted to see on their poster.

Each student assessed their group's poster and identified the work they personally did.

This rubric can be used throughout the whole unit, whenever the companies create posters.

I projected these to allow the kids and I to have a discussion about what is a 'math focused' comment and what isn't.

I posted these the first time we did the Gallery Walk.

This provided more structure to this particular Gallery Walk.

The first three questions are the individuals reporting on what they discovered with their partner. The last part asks them to apply what they learned independently

I created this because I wanted the students to begin to connect the work on the posters to the strategies we've been learning.

I included a word bank as part of this for students who struggle with the math vocabulary.

I typed up the ones from the unit so you can fit more on a page therefore using less paper and laminate.

I was able to get all of the cards onto two pages.

Again, just making better use of our resources by recreating them on fewer pages.