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This packet contains exit tickets for standards NBT.1 and NBT.7. Exit tickets are written responses to questions posed at the end of a lesson. They are brief assessments which allow the teacher to determine student understanding of the concepts and skills taught that day. At the beginning of the school year, it may be necessary to display a blank copy of the exit ticket on the board and read aloud to students. As teacher reads, students work independently on their own copy of the exit ticket.

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This lesson focuses on comparing sets and numerals using terms greater than, less than, and equal to. The main goal is for students to generate their own sets to compare to a given set.

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Students compare two sets of objects using matching and counting strategies. The sets of objects are compared using the language "greater than", "less than" or "equal to".

This task may be used for instructional or assessment purposes.

This resource is part of Tools4NCTeachers.

Students compare two sets of objects using matching and counting strategies. The sets of objects are compared using the language "greater than", "less than" or "equal to".

This task may be used for instructional or assessment purposes.

This resource is from Tools4NCTeachers.This is a set of two tasks, which may be used for instruction or assessment.  Each file contains a separate task and rubric.  Remix this resource to include extension ideas or addtional tasks, or samples of student-work.

This resource is from Tools4NCTeachers.This routine described a great daily routine for developing choral counting and skip counting skills. 

This resource is from Tools4NCTeachers. This file contains a set of 4 tasks (including scoring rubric, student recording sheet, and sample student work).  The tasks may be used for instruction or assessment. Remix this resource to include student work samples or addtional tasks.

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This performance based assessment should be conducted one on one. Students are asked to count sets of objects and represent the quantity with a written numeral.

Task may be used for instructional or assessment purposes.

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This performance based assessment should be conducted one on one. Students are asked to count sets of objects and represent the quantity with a written numeral.

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In this lesson students participate in activities focused on counting objects by groups.

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Students are asked to count objects in a variety of arrangements and record the quantity using numerals. This task may be used for instructional or assessment purposes.

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This performance based assessment should be conducted one on one. Students are asked to count a set of objects, record the quantity using a written numeral, and describe the quantity after one more is added.

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In this task, students count on from a given number. The task may be used for instructional or assessment purposes.

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This task assesses the counting sequence and counting forward to 20. The assessment should be conducted one on one, but could be administered informally throughout the day. (e.g., walking to to lunch, at the water fountain etc.)

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This task will assess the counting sequence and counting forward to 50. The assessment should be conducted one on one but could be administered informally throughout the day. (i.e walking to to lunch, at the water fountain etc.)

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In this task, students count on from a given number, and analyze the place value of the digits within numbers. The task may be used for instructional or assessment purposes.

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In this lesson students participate in activities focused on counting objects by tens.

In this lesson students participate in activities focused on counting objects by tens. Lesson includes list of supplementary activities, which may be used as math centers.

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In this task, students count on from a given number and stop at a given number. The task may be used for instructional or assessment purposes.