The document contains sample solutions to exit ticket questions from 12 math lessons on integers and the number line. The questions cover skills like ordering integers, writing story problems using integers, graphing integers on a number line, interpreting number lines, and using absolute value. The sample solutions demonstrate how to correctly answer the questions by applying skills taught in each lesson, such as identifying opposites, determining relative positions on the number line, and interpreting zero.

1. Exit Ticket Lesson 1 Sample Solutions
1.
If zero lies between
and , give one set of possible values for
𝒂
−
2.
𝒃
and .
𝒄
𝒅
−
Below is a list of numbers in order from least to greatest. Use what you know about the number line to
complete the list of numbers by filling in the blanks with the missing numbers.
− − − − − −
3.
Complete the number line scale. Explain and show how to find
I would start at zero and move
I would start at zero and move
and the opposite of
on a number line.
units to the left to locate the number − on the number line. So to locate ,
units to the right (the opposite direction).
−𝟓 −𝟒 −𝟑 −𝟐
−𝟏
𝟎
𝟏
𝟐
𝟑
𝟒
𝟓
Exit Ticket Lesson 2 Sample Solutions
1.
Write a story problem that includes both integers − and
(Answers may vary.) One boxer gains
pounds of fat.
2.
.
𝟏𝟐
pounds of muscle to train for a fight. Another boxer loses
What does zero represent in your story problem?
Zero represents no change in the boxer’s weight.
3.
Choose an appropriate scale to graph both integers on the vertical number line. Label the scale.
I chose a scale of .
4.
Graph both points on the vertical number line.
𝟏
𝟎
−𝟏
−𝟖

2. Exit Ticket Lesson 3 Sample Solutions
1.
Write a story problem using sea level that includes both integers −
and
.
𝟏𝟐𝟎
(Answers may vary.) On the beach, a man’s kite flies at
feet above the water’s surface. In
the ocean, a white shark swims at
feet below the water’s surface.
2.
What does zero represent in your story problem?
Zero represents the water’s surface level.
3.
Choose and label an appropriate scale to graph both integers on the vertical number line.
I chose a scale of
4.
𝟎
.
Graph and label both points on the vertical number line
−𝟏𝟏𝟎
Exit Ticket Lesson 4 Sample Solutions
In a recent survey, a magazine reported that the recommended room temperature in the summer is
thermostat, like the ones shown below, tells a room’s temperature in Fahrenheit.
Sarah’s Upstairs Bedroom
Downstairs Bedroom
72
a.
. A wall
64
Which bedroom is warmer than the recommended room temperature?
The upstairs bedroom is warmer than the recommended room temperature.
b.
Which bedroom is cooler than the recommended room temperature?
The downstairs bedroom is cooler than the recommended room temperature.
c.
𝟒
𝟎
No, both temperatures are positive numbers, so they cannot be opposites. They both have to
be the same distance from zero, but one has to be above zero and the other has to be below
zero in order to be opposites.
d.
Sarah notices that her room’s temperature is
above the recommended temperature and
the downstairs bedroom’s temperature is
below the recommended temperature. She
graphs
and
on a vertical number line and determines they are opposites. Is Sarah
correct? Explain.
−𝟒
After determining the relationship between the temperatures, Sarah now decides to represent
as and
as − and graphs them on a vertical number line. Graph and − on the
vertical number line on the right. Explain what zero represents in this situation.
Zero represents the recommended room temperature of
being above or below the recommended temperature.
. Zero could also represent not

3. Exit Ticket Lesson 5 Sample Solutions
1.
Jane completes several example problems that ask her to the find the opposite of the opposite of a number,
and for each example, the result is a positive number. Jane concludes that when she takes the opposite of
the opposite of any number, the result will always be positive. Is Jane correct? Why or why not?
She is not correct. The opposite of the opposite of a number is the number itself. So, if Jane starts with a
negative number, she will end with a negative number.
2.
To support your answer from the previous question, create an example, written as an equation. Illustrate
your example on the number line below.
If Jane starts with − , the opposite of the opposite of − is written as −(−(− ))
− : −(− )
; the opposite of : −( ) − .
−𝟕
𝟎
− or the opposite of
𝟕

4. Exit Ticket Lesson 6 Sample Solutions
Use the number line diagram below to answer the following questions.
𝑲
𝑳
−1
0
1.
What is the length of each segment on the number line?
2.
What number does point
3.
1
What is the opposite of point ?
represent?
−
4.
Locate the opposite of point
5.
In the diagram above, zero represents the location of MLK Middle School. Point represents the library,
which is located several miles away from the middle school to the east. In words, create a real-world
situation that could represent point , and describe its location in relation to and point .
(Answers may vary.) Point
on the number line, and label it point .
is
units to the left of , so it is a negative number. Point
recreation center which is located
represents the
mile west of MLK Middle School. This means that the recreation center
and library are the same distance from the middle school but in opposite directions because the opposite of
is −
.
Exit Ticket Lesson 7 Sample Solutions
In math class, Christina and Brett are debating the relationship between two rational numbers. Read their claims
below, and then write an explanation of who is correct. Use a number line model to support your answer.
Christina’s Claim: “I know that
Brett’s Claim: “Yes,
that means −
is greater than
is greater than
. So − must be greater than −
.”
, but when you look at their opposites, their order will be opposite. So
is greater than − .”
Brett is correct. I graphed the numbers on the number line, and − is to the left of −
increase as you move to the right; so, −
is greater than − .
. The numbers

5. Exit Ticket Lesson 8 Sample Solutions
Order the following set of rational numbers from least to greatest, and explain how you determined their order.
−
−
−
−
−
− − −
I drew a number line and started at zero. I located the positive numbers to the right and their opposites (the
negative numbers) to the left of zero. The positive integers listed in order from left to right are:
.
And since
is equal to
, I know that it is more than , but less than . So I arrived at
Next, I ordered the negative numbers. Since − and − are the opposites of
units from zero but to the left of zero. And −
is even farther left, since it is
The smallest number is farthest to the left, so I arrive at the following order: −
and , they are
.
unit and
units to the left of zero.
− − −
.
Exit Ticket Lesson 9 Sample Solutions
1.
Interpret the number line diagram shown below and write a statement about the temperature for Tuesday
compared to Monday at 11:00 p.m.
At 11:00 p.m. the temperature on Monday was about
degrees Fahrenheit but, on Tuesday it was −
degrees. Tuesday’s temperature of − degrees is below zero, but
degrees is above zero. It was much
warmer on Monday at 11:00 p.m. than on Tuesday at that time.
2.
If the temperature at 11:00 p.m. on Wednesday is warmer than Tuesday’s temperature, but still below zero,
what is a possible value for the temperature at 11:00 p.m. Wednesday?
A possible temperature for Wednesday at 11:00 p.m. is − degrees Fahrenheit, because − is less than zero
and greater than − .

6. Exit Ticket Lesson 10 Sample Solutions
1.
Kendra collected data for her science project. She surveyed people asking them how many hours they sleep
during a typical night. The chart below shows how each person’s response compares to 8 hours (which is the
answer she expected most people to say).
Number of Hours
(usually slept each night)
Name
Compared to 8 hours
Frankie
−
Mr. Fields
Karla
Louis
−
Tiffany
a.
Plot and label each of the numbers in the right-most column of the table above on the number line
●
●
−𝟏 𝟎 −𝟎 𝟕𝟓 −𝟎 𝟓 −𝟎 𝟐𝟓
−
𝟏
𝟒
●
𝟎
●
𝟎 𝟐𝟓
𝟎 𝟓
●
𝟎 𝟕𝟓
𝟏 𝟎
𝟏 𝟐𝟓
𝟏 𝟓
below.
b.
List the numbers from least to greatest.
−
c.
−
Using your answer from part (b) and inequality symbols, write one statement that shows the
relationship among all the numbers.
−
−
−
−

7. Exit Ticket Lesson 11 Sample Solutions
1.
Jessie and his family drove up to a picnic area on a mountain. In the morning, they followed a trail that led
to the mountain summit, which was
feet above the picnic area. They then returned to the picnic area
for lunch. After lunch, they hiked on a trail that led to the mountain overlook, which was
feet below
the picnic area.
a.
Locate and label the elevation of the mountain summit and mountain overlook on a vertical number
line. The picnic area represents zero. Write a rational number to represent each location.
Picnic Area:
0
Mountain Summit:
Mountain Overlook:
b.
−
Use absolute value to represent the distance on the number line of each location
from the picnic area.
Distance from the picnic area to the mountain summit:
Distance from the picnic area to the mountain overlook:
c.
−
What is the distance between the elevations of the summit and overlook? Use
absolute value and your number line from Part a to explain your answer
Summit to picnic area and picnic area to overlook:
There are
units from zero to
There are
units from zero to −
feet
on the number line.
on the number line.
Altogether that equals
units, which represents the distance on the number line between the two
elevations. So the difference in elevations is
feet.

8. Exit Ticket Lesson 12 Sample Solutions
1.
Bethany writes a set of rational numbers in increasing order. Her teacher asks her to write the absolute
values of these numbers in increasing order. When her teacher checks Bethany’s work, she is pleased to see
that Bethany has not changed the order of her numbers. Why is this?
All of Bethany’s rational numbers are positive or . The positive rational numbers have the same order as
their absolute values. If any of Bethany’s rational numbers are negative then the order would be different.
2.
Mason was ordering the following rational numbers in math class: −
a.
−
−
.
Order the numbers from least to greatest.
−
−
−
b.
List the order of their absolute values.
c.
Explain why the orderings in parts (a) and (b) are different.
Since these are all negative numbers, when I ordered them from least to greatest, the one farthest
away from zero (farthest to the left on the number line) came first. This number is − . Absolute
value is the numbers’ distance from zero, and so the number farthest away from zero has the greatest
absolute value, so 15 will be greatest in the list of absolute values, and so on and so forth.
Exit Ticket Lesson 13 Sample Solutions
1.
Loni and Daryl call each other from opposite sides of Watertown. Their locations are shown on the number
line below using miles. Use absolute value to explain who is a further distance (in miles) from Watertown.
How much closer is one than the other?
𝟔 miles
𝟏𝟎 miles
Loni’s location is − and −
because − is units from on the number line. Daryl’s location is
and
because
is
units from on the number line. We know that
, so Daryl is farther from
Watertown than Loni.
−
2.
; Loni is
miles closer to Watertown than Daryl.
Claude recently read that no one has ever scuba-dived more than
meters below sea level. Describe
what this means in terms of elevation using sea level as a reference point.
meters below sea level is an elevation of −
feet. “More than
meters below sea level” means
that no one has ever had more than
meters between them and sea level when they were below the
water’s surface while scuba-diving.