Assess and Plan with Exit Tickets
Lesson Objective: Use exit tickets to assess learning and plan future lessons
All Grades / All Subjects / Closure

Thought starters

  1. How does Mr. Crandall use exit tickets to help plan future lessons?
  2. How does Mr. Crandall ensure that exit tickets are a low-stress assessment?
  3. What might you assess using exit tickets?
Thanks for sharing!
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Great ideas. Love all the silent hand moves and bubble claps
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Is there a reason why the students are doing their math with vis'avie markers and not pencils?
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I love this strategy is so helpful and easy to put in place!
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This guy is awesome!
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  • [00:00]
    Interviewer: What I’m gonna ask you to do today is think about patterns that we discussed in or choral

    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.

    Interviewee: Yeah.

    Interviewer: You guys did a great job. Can we give ourselves a bubble clap please? Ready? Awesome job.

    [End of Audio]

School Details

Lakeridge Elementary School
7400 South 115th St
Seattle WA 98178
Population: 420

Data Provided By:



Andrew Crandall



All Grades / All Subjects / Tch Tools

Lesson Idea

Grades 9-12, All Subjects, Class Culture

Lesson Idea

Grades 9-12, ELA, Class Culture

Teaching Practice

All Grades / All Students / Class Culture