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This is a bundle of my 1st grade exit tickets. These are quick and simple exit tickets that are easy for teachers to print and grade. These can be a useful tool to see how your students are progressing through the content. These are two to a page to save on paper and ink and all are in black and white. These are made to be quick with just a couple questions per page. I've included the scale on each page. I've also included the "I can" statement." This has over 200 exit tickets so you will have a variety to choose from. Please note that these exit tickets do not cover all the 1st grade standards at this. These are all the place value, addition and subtraction and graphing standards. I did not include money, fractions, shapes and time. Please be on the look out because those will be coming soon!

These exit tickets cover subitizing, groups of ten, base ten blocks, written, and expanded form. There are exit tickets that cover comparing numbers with formal language and symbols using place value. Including counting forwards and backwards from any given number to 120. Also, includes ten more and ten less than any given number to 120 and ordering numbers on an open number line. These exit tickets cover addition and subtraction with an aim for the students to be exposed to a variety of tools/manipulative and strategies. Strategies include, making ten, doubles, doubles plus one, part-part-whole, number bonds and fact families. This also includes adding and subtracting using ten frames, blocks and number lines. These exit tickets covers addition with up to 4 addends, missing addends, adding a multiple of ten and ones, and properties of operation. These properties cover decomposing numbers to make ten (associative property) and using fact families with missing addends (the commutative property.) Also, includes showing an understanding of an equal sign and showing that both sides of an equation have the same value. These exit tickets cover addition and subtraction word problems. The students will show the problem in multiple ways including with picture, ten frame and part-part-whole. It also includes writing and generating word problems. These exit tickets cover tally marks, t-charts, picture graphs and bar-type graphs. You will have the option of either having students fill in the t-chart, bar-type graph, or picture graph. There are also graphs with questions and graphs that the students have to write their own questions.

Common Core and TEKS aligned.

Common Core:

1.OA.B.3 Apply properties of operations as strategies to add and subtract.

1.OA.B.4 Understand subtraction as an unknown-addend problem.

1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

1.NBT.B.2- Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

1.NBT.B.2.A- 10 can be thought of as a bundle of ten ones — called a "ten."

1.NBT.B.2.B- The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones

1.NBT.B.2.C- The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten decomposing a number leading to a ten ; using the relationship between addition and subtraction and creating equivalent but easier or known sums

1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions

1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

TEKS:

1.2A recognize instantly the quantity of structured arrangements;

1.2B use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones;

1.2C use objects, pictures, and expanded and standard forms to represent numbers up to 120;

1.2D generate a number that is greater than or less than a given whole number up to 120.

1.2E use place value to compare whole numbers up to 120 using comparative language.

1.2F order whole numbers up to 120 using place value and open number lines.

1.2G represent the comparison of two numbers to 100 using the symbols >, <, or =.

1.5A recite numbers forward and backward from any given number between 1 and 120.

1.5C use relationships to determine the number that is 10 more and 10 less than a given number up to 120.

1.3D apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10;

1.3C compose 10 with two or more addends with and without concrete objects;

1.3E explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences;

1.3A use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99;

1.5E understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s);

1.5F determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation;

1.5G apply properties of operations to add and subtract two or three numbers.

1.3B use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3;

1.3F generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20.

1.5D represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences;

1.8A collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts;

1.8B use data to create picture and bar-type graphs;

1.8C draw conclusions and generate and answer questions using information from picture and bar-type graphs.

These exit tickets cover subitizing, groups of ten, base ten blocks, written, and expanded form. There are exit tickets that cover comparing numbers with formal language and symbols using place value. Including counting forwards and backwards from any given number to 120. Also, includes ten more and ten less than any given number to 120 and ordering numbers on an open number line. These exit tickets cover addition and subtraction with an aim for the students to be exposed to a variety of tools/manipulative and strategies. Strategies include, making ten, doubles, doubles plus one, part-part-whole, number bonds and fact families. This also includes adding and subtracting using ten frames, blocks and number lines. These exit tickets covers addition with up to 4 addends, missing addends, adding a multiple of ten and ones, and properties of operation. These properties cover decomposing numbers to make ten (associative property) and using fact families with missing addends (the commutative property.) Also, includes showing an understanding of an equal sign and showing that both sides of an equation have the same value. These exit tickets cover addition and subtraction word problems. The students will show the problem in multiple ways including with picture, ten frame and part-part-whole. It also includes writing and generating word problems. These exit tickets cover tally marks, t-charts, picture graphs and bar-type graphs. You will have the option of either having students fill in the t-chart, bar-type graph, or picture graph. There are also graphs with questions and graphs that the students have to write their own questions.

Common Core and TEKS aligned.

Common Core:

1.OA.B.3 Apply properties of operations as strategies to add and subtract.

1.OA.B.4 Understand subtraction as an unknown-addend problem.

1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

1.NBT.B.2- Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

1.NBT.B.2.A- 10 can be thought of as a bundle of ten ones — called a "ten."

1.NBT.B.2.B- The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones

1.NBT.B.2.C- The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten decomposing a number leading to a ten ; using the relationship between addition and subtraction and creating equivalent but easier or known sums

1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions

1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

TEKS:

1.2A recognize instantly the quantity of structured arrangements;

1.2B use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones;

1.2C use objects, pictures, and expanded and standard forms to represent numbers up to 120;

1.2D generate a number that is greater than or less than a given whole number up to 120.

1.2E use place value to compare whole numbers up to 120 using comparative language.

1.2F order whole numbers up to 120 using place value and open number lines.

1.2G represent the comparison of two numbers to 100 using the symbols >, <, or =.

1.5A recite numbers forward and backward from any given number between 1 and 120.

1.5C use relationships to determine the number that is 10 more and 10 less than a given number up to 120.

1.3D apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10;

1.3C compose 10 with two or more addends with and without concrete objects;

1.3E explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences;

1.3A use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99;

1.5E understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s);

1.5F determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation;

1.5G apply properties of operations to add and subtract two or three numbers.

1.3B use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3;

1.3F generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20.

1.5D represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences;

1.8A collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts;

1.8B use data to create picture and bar-type graphs;

1.8C draw conclusions and generate and answer questions using information from picture and bar-type graphs.

Total Pages

281 pages

Answer Key

N/A

Teaching Duration

N/A

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