Description
These are Exit Slips (high/low) for each lesson in Chapter 6. The low exit slips have some scaffolding or modeling, while the high exit slips are usually word problems with less modeling.
I use these at the end of each lesson, as they correlate directly with the Go Math lessons, rather than the standards. Once the students complete the slips, I can sort them for data tracking, small groups, and future instruction.
I use these at the end of each lesson, as they correlate directly with the Go Math lessons, rather than the standards. Once the students complete the slips, I can sort them for data tracking, small groups, and future instruction.
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Highlights
Digital downloads
Grades
4th
Subjects
Standards
CCSS4.NF.A.1
CCSS4.NF.A.2
Tags
Pages
18
Answer Key
Not Included
Description
These are Exit Slips (high/low) for each lesson in Chapter 6. The low exit slips have some scaffolding or modeling, while the high exit slips are usually word problems with less modeling.
I use these at the end of each lesson, as they correlate directly with the Go Math lessons, rather than the standards. Once the students complete the slips, I can sort them for data tracking, small groups, and future instruction.
I use these at the end of each lesson, as they correlate directly with the Go Math lessons, rather than the standards. Once the students complete the slips, I can sort them for data tracking, small groups, and future instruction.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Reviews
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Great resource as students leave class.
Great supplemental resource for my lessons!
Great resource - thanks!
Excellent and helpful resource!
This is an excellent formative assessment tool!
very good
Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS4.NF.A.1
Explain why a fraction 𝘢/𝘣 is equivalent to a fraction (𝘯 × 𝘢)/(𝘯 × 𝘣) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
CCSS4.NF.A.2
Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
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