Math.A.REI.3

Common core State Standards

  • Math:  Math
  • A:  Algebra
  • REI:  Reasoning with Equations and Inequalities
  • 3: 
    Solve linear equations and inequalities in one variable, including
    equations with coefficients represented by letters.

Download Common Core State Standards (PDF 1.2 MB)

Daily Assessment with Tiered Exit Cards
Lesson Objective: Provide quick and effective reteaching with daily tiered assessments
Grades 6-12 / Math / Assessment
Math.A.REI.3

Thought starters

  1. How and why does Ms. Barchi identify which type of exit card a student completes?
  2. Notice how Ms. Barchi quickly sorts the exit cards so she knows which students need reteaching. How does this strategy offer immediate feedback to students and differentiated support?
56 Comments
Actually, I do not teach Math but while observing the video I started to think on different skills in Social Studies and History. I think that I can create this tiered exit cards for skills like cause and effect, a short timeline, opinion vs. fact. This will help me identify quickly who might need reteaching or even I can incorporate cooperative learning. I will try in the following weeks and I will share my results. Thanks for sharing and congratulationa for a great idea.
Recommended (5)
This video demonstrates a teacher who effectively uses informal and on-going assessment to drive her instruction. Your students know that you actually care that they learn each day's objectives and that they will be asked to demonstrate their learning before leaving the room. You are a true professional. Thanks for sharing. I will use this video in PD sessions to demonstrate superior use of exit tickets and formative assessment.
Recommended (1)
Did each student get the same questions on the exit card? Why did she do an above grade level and an at grade level question?
Recommended (0)
I love the idea. My question is how are these cards graded each day and are they passed back each day? Also how is this effecting their grades as far as points for this task each day. How much is it worth?
Recommended (1)
What a great way to end and assess without actually giving the paper/pencil test mode!! Thank you so much.. on going assessments is what I need,now it's just tweeking it to a third grade level.
Recommended (0)

Transcripts

  • TEACHING CHANNEL
    INTERVIEW WITH MARIE BARCHI

    MARIE BARCHI:
    Please make sure you hand in your calculator at the end, calculator and

    TEACHING CHANNEL
    INTERVIEW WITH MARIE BARCHI

    MARIE BARCHI:
    Please make sure you hand in your calculator at the end, calculator and exit card.
    (interview)
    I'm Marie Barchi. I’ve never not done an exit card. It's something i just do every day. It just comes natural with my -- it's part of every lesson.
    (class)
    OK, our aim today is, how do we solve and graph one- and two-step linear inequalities. What would i have to replace example one with to make it an inequality? (Fullian?)
    STUDENT 1:
    Change the equal sign?
    MARIE BARCHI:
    To what?
    STUDENT 1:
    To greater than or less than.
    MARIE BARCHI:
    Right. You would have to change, that's what an inequality is, it's a mathematical statement in which the equal sign is replaced with one of the four symbols.
    (class)
    I went into what an inequality was, i did several examples, and we went over the steps it takes. I showed them when you divide by a negative, you flip your inequality symbol. Then we went to two step. And then i completed that by having students come up to the board and put their work up.
    (class)
    Graph it right underneath. Someone to put up eight. Alicia. And number nine, Ashley.
    (interview)
    While i walk around, whilst other students are presenting their work, i really get a feel for who's struggling.
    (class)
    OK this you should always cross-multiply your variable first.
    (interview)
    You know, when you walk by their paper and the problem's not done, it's because they clearly couldn't do it. And that's kind of how identify at the end of the period who's getting which of the two exit cards.
    (class)
    OK, guys, you're gonna work on the exit card now. There’s two questions, you have more than enough time. On your way out, where does it go? In the box. Very nice.
    (interview)
    I give a grade-level exit card and i give an above-grade-level exit card.
    (class)
    Let’s review our steps while i hand out the exit cards. What steps do we take to solve and graph one- and two-step linear inequalities?
    (interview)
    I always make sure before i hand out the exit card that i summarize my lesson.
    (class)
    What is step number two, which only happens sometimes? Ashley?
    ASHLEY:
    You flip the sign?
    MARIE BARCHI:
    The fact that we reviewed that you need to flip your inequality sign when you multiply or divide by a negative number reinforced that right before they worked on the exit card. So maybe not all of them got that right, but most of them were like, Oh my God, we just went over that, i have to flip it. So i think that it's important to review your aim.
    (class)
    Don’t forget to graph the second one. That counts as points, graphing the second one. What’s your answer here?
    STUDENT 2:
    Negative two.
    MARIE BARCHI:
    So if it's less than negative two, which choice are you picking?
    STUDENT 2:
    Number two, so A.
    MARIE BARCHI:
    Please make sure you hand in your exit card.
    (interview)
    The kids are constantly asking me, can we have our exit card back from the day before? We want to see how we did on our exit card. They want to make sure they're up to speed.
    (class)
    Good. Who were you assigned for Tuesday's...
    (interview)
    I have the students who did not as well on their eighth grade assessment, so they're the lower end math students in their grade, so they get a double period of math every other day, which is nice. I’m grouping by how they did on their exit card. Basically the kids who totally didn't get it I’ll put in one group, the average kids go usually in two different groups, because there's so many of them, and then the above-average go in a separate group.
    (class)
    Reshaun, you're going to the orange. Noelle, you're gonna just have a seat right over here. Charice, you're going by Salvador. We are just reinforcing what we did yesterday on the one- and two-step linear inequalities.
    (interview)
    Today you'll see I’ll have fifteen students in my enrichment class and I’ll really be able to work with those kids to make sure they understand how to solve one- and two-step linear inequalities before moving on to something like multistep, where they have to distribute and have a variable on both sides. The strategy of using exit cards i definitely think could be used across the board in high schools and middle schools for several subject areas.
    (class)
    Good, you flip that one and that one's right. This we gotta switch back, right?
    (interview)
    Regardless of what subject you're teaching, there are lower end students there and they really need that extra support, and i think it's important that every teacher offers that.
    (class)
    You used to graph that way; you graph that way. Look at where your arrow's pointing.

    * * *END OF AUDIO* * *
    * * *END OF TRANSCRIPT* * *

School Details

Elmont Memorial High School
555 Ridge Road
Elmont NY 11003
Population: 1738

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Marie Barchi

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