Lesson 1 Exit Ticket 2

NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Lesson 1 Exit Ticket 2
Date
Solve using the arrow way.
1. 448 + 206 = ___________
2. 679 + __________ = 890
3. _________ + 765 = 945
Lesson 1:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Relate 10 more, 10 less, 100 more, and 100 less to addition and
subtraction of 10 and 100.
10/23/13
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5.A.13
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Lesson 2 Exit Ticket 2
Date
Solve using place value strategies. Use the arrow way or mental math and record your
answers. You may use scratch paper if you like.
1. 760 - 500 = _____
880 - 600 = _____
990 - ______ = 590
2. 534 - 334 = _____
_____ - 500 = 356
736 - _______ = 136
Lesson 2:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Add and subtract multiples of 100 including counting on to subtract.
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5.A.24
Lesson 3 Exit Ticket 2•5
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Date
1. Solve each using the arrow way.
a.
440 + 300
360 + 440
440 + 380
b.
670 + 230
680 + 240
250 + 660
Lesson 3:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Add multiples of 100 and some tens within 1,000.
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5.A.37
Lesson 4 Exit Ticket 2
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Date
1. Solve using a simplifying strategy. Show your work if needed.
830 - 530 = _______
830 - 750 = _______
830 - 780 = ________
Solve.
a. 67 tens – 30 tens = _____ tens. The value is ______.
b. 67 tens – 37 tens = _____ tens. The value is ______.
c. 67 tens – 39 tens = _____ tens. The value is ______.
Lesson 4:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Subtract multiples of 100 and some tens within 1,000.
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5.A.49
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Lesson 5 Exit Ticket 2
Date
Add by drawing a number bond to make a hundred. Write the simplified number
sentence and solve.
1.
a. 390 + 210
_________________ = _______
b. 798 + 57
_________________ = _______
Solve.
2. 53 tens + 38 tens = _______________
Lesson 5:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Use the associative property to make a hundred in one addend.
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5.A.60
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Lesson 6 Exit Ticket 2
Date
Draw and label a tape diagram to show how to simplify the problem. Write the new
number sentence, and then subtract.
1. 363 – 198 = ______________ = ________
2. 671 – 399 = ______________ = ________
3. 862 – 490 = ______________ = ________
Lesson 6:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Use the associative property to subtract from three-digit numbers and
verify solutions with addition.
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5.A.71
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Lesson 7 Exit Ticket 2•5
Date
1. a. Circle one of the strategies below, and use the circled strategy to solve
490 + 463.
arrow way / number bond
b. Explain why you chose that strategy.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Lesson 7:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Share and critique strategies for varied addition and subtraction
problems within 1,000.
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5.A.81
Lesson 8 Exit Ticket 2•5
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Date
1. Solve the following problems using the vertical method, your place value chart, and
number disks. Bundle a ten or hundred when necessary.
a. 378 + 113
b. 178 + 141
Lesson 8:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Relate manipulative representations to the addition algorithm.
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5.B.14
Lesson 9 Exit Ticket 2•5
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Date
Solve the following problems using the vertical method, your place value chart, and
number disks. Bundle a ten or hundred when necessary.
1. 375 + 197
2. 184 + 338
Lesson 9:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Relate manipulative representations to the addition algorithm.
10/23/13
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
5.B.25
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Lesson 10 Exit Ticket 2•5
Date
Solve by drawing chips on a place value chart. Bundle as needed.
1. 436 + 509 = ________
2. 584 + 361 = ________
Lesson 10:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Use math drawings to represent additions with up to two
compositions and relate drawings to the addition algorithm.
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5.B.37
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Lesson 11 Exit Ticket 2•5
Date
Solve by drawing chips and a place value chart. Bundle when needed.
1. 267 + 356 = _________
2. 623 + 279 = _________
Lesson 11:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Use math drawings to represent additions with up to two
compositions and relate drawing to the addition algorithm.
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
5.B.48
Lesson 12 Exit Ticket 2•5
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Date
Choose the best strategy and solve. Explain why you chose that strategy.
1. 467 + 298
Explanation:
________________________________
________________________________
________________________________
________________________________
2. 300 + 524
Explanation:
________________________________
________________________________
________________________________
________________________________
Lesson 12:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Choose and explain solution strategies and record with a written
addition method.
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5.B.60
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Lesson 13 Exit Ticket 2•5
Date
Solve using either mental math or the vertical method with number disks. Check your
work using addition.
1. 378 – 117 =
378 – 119 = _______
2. 853 – 433 = _______
853 – 548 = _______
Lesson 13:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Relate manipulative representations to the subtraction algorithm, and
use addition to explain why the subtraction method works.
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5.C.12
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Lesson 14 Exit Ticket 2•5
Date
1. Solve by drawing number disks on a chart. Then, use addition to check your work.
a. 375 – 280
Solve vertically
or mentally:
Check:
b. 741 - 448
Solve vertically
or mentally:
Check:
Lesson 14:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Use math drawings to represent subtraction with up to two
decompositions, relate drawings to the algorithm, and use addition
to explain why the subtraction method works.
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
5.C.28
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Lesson 15 Exit Ticket 2•5
Date
Solve by drawing chips on the place value chart. Then, use addition to check your work.
1. 583 – 327
Hundreds
Tens
Tens
Lesson 15:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Check:
Solve vertically
or mentally:
Check:
Ones
2. 721 – 485
Hundreds
Solve vertically
or mentally:
Ones
Use math drawings to present subtraction with up to two
decompositions, relate drawings to the algorithm, and use addition
to explain why the subtraction method works.
10/23/13
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
5.C.39
Lesson 16 Exit Ticket 2•5
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Date
1. Solve vertically or using mental math. Draw chips on the place value chart and
unbundle if needed.
a. 604 – 143 = __________
b. 700 – 568 = __________
Lesson 16:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
hundreds
hundreds
tens
tens
ones
ones
Subtract from multiples of 100 and from numbers with zero in the tens
place.
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
5.C.52
Lesson 17 Exit Ticket 2•5
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Date
Solve vertically or using mental math. Draw chips on the place value chart and unbundle
if needed.
1. 600 – 432 = __________
2. . 303 – 254 = __________
Lesson 17:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
hundreds
tens
ones
hundreds
tens
ones
Subtract from multiples of 100 and from numbers with zero in the
tens place.
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
5.C.64
Lesson 18 Exit Ticket 2•5
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Date
Choose a strategy to solve and explain why you chose that strategy.
1. 400 – 265
Explanation:
2. 507 – 198
Explanation:
Lesson 18:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Apply and explain alternate methods for subtracting from multiples of
100 and from numbers with zero in the tens place.
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5.C.74
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Lesson 19 Exit Ticket 2•5
Date
Solve and explain why you chose that strategy.
1.
400 + 590 = ______
Explanation:
2. 775 – 497 = _______
Explanation:
Lesson 19:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Choose and explain solution strategies and record with a written
addition or subtraction method.
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
5.D.11
Lesson 20 Exit Ticket 2•5
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Date
Solve each problem using two different strategies.
1. 299 + 156 = _________
First Strategy
Second Strategy
2. 547 + ______ = 841
First Strategy
Lesson 20:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Second Strategy
Choose and explain solution strategies and record with a written
addition or subtraction method.
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5.D.22