Skip to content

Free teacher tool

Free Exit Ticket Templates

32 exit ticket prompts for any subject. Filter by type and grade band, copy one, print a paper sheet, or open it as a live poll. No signup.

  • Free, no account
  • Copy or print in your browser
  • Run any ticket as a live poll
  • Any subject

Showing 32 of 32 templates. 0 selected for the paper version.

  • Understanding check

    Show me one example

    Give one example of what we learned today, and say why it counts.

    • On paper, younger students can draw the example instead.
    • Swap with a partner: does their example match the idea?

    Grades: K-5, Grades 6-8

    Use as a live poll

  • Understanding check

    Fix the false statement

    Here is a statement about today's topic that is NOT quite right. Rewrite it so it is correct.

    • Prepare the false statement before class and put it on the board.

    Grades: Grades 6-8, Grades 9-12, College

    Use as a live poll

  • Understanding check

    Explain it to a friend

    Explain today's main idea to a friend who missed class. Use your own words, no copying from the board.

    Grades: K-5, Grades 6-8, Grades 9-12

    Use as a live poll

  • Understanding check

    What comes next?

    Look at the worked example on the board. Which step comes next, and what makes you sure?

    Grades: Grades 6-8, Grades 9-12, College

    Use as a live poll

  • Understanding check

    Find the slip

    A student solved the problem on the board. Find the first step that goes wrong and describe the fix.

    Grades: Grades 9-12, College

    Use as a live poll

  • Understanding check

    Key term in context

    Pick one key term from today. Define it in your own words and use it in a sentence about something you know.

    Grades: Grades 6-8, Grades 9-12, College

    Use as a live poll

  • Confidence

    Five-finger check

    How confident are you about today's goal, from 1 to 5? 5 means I could teach it.

    • In the room, students can hold up 1 to 5 fingers instead of using a poll.

    Grades: K-5, Grades 6-8

    Use as a live poll

  • Confidence

    Rate the learning goal

    On a scale of 1 to 5, how well can you do today's learning goal on your own, with no notes?

    • Ask students to add one sentence explaining the number.

    Grades: Grades 6-8, Grades 9-12, College

    Use as a live poll

  • Confidence

    Traffic light

    Traffic light: green (got it), yellow (mostly there), red (need help). Which colour are you for today's lesson?

    Grades: K-5, Grades 6-8

    Use as a live poll

  • Confidence

    Before and after

    Compared with the start of class, how much more comfortable are you with this topic? 1 is no change, 5 is a lot.

    Grades: Grades 6-8, Grades 9-12, College

    Use as a live poll

  • Confidence

    Would I be ready?

    If a short quiz on today's topic started right now, how ready would you feel from 1 to 5?

    • Follow with a second question: what would help most?

    Grades: Grades 9-12, College

    Use as a live poll

  • Confidence

    Confidence with a reason

    Finish the sentence: I feel ___ about today's topic because ___.

    Grades: K-5, Grades 6-8, Grades 9-12

    Use as a live poll

  • Muddiest point

    The muddiest point

    What was the muddiest point today, the part that is still unclear? A short phrase is fine.

    Grades: Grades 6-8, Grades 9-12, College

    Use as a live poll

  • Muddiest point

    One question I still have

    Write one question you still have after today. It is fine if you are not sure how to ask it.

    Grades: K-5, Grades 6-8, Grades 9-12, College

    Use as a live poll

  • Muddiest point

    Wobbly word or step

    Which word, step, or idea felt wobbly today? Tell me which one and what you think it might mean.

    Grades: K-5, Grades 6-8

    Use as a live poll

  • Muddiest point

    Where I lost the thread

    At what moment in today's lesson did you lose the thread, and what was happening right before?

    • Useful for spotting pacing problems as well as content gaps.

    Grades: Grades 9-12, College

    Use as a live poll

  • Muddiest point

    Pick the fuzziest part

    Which part of today was fuzziest? Choose from the three parts listed on the board.

    • List the three parts of the lesson as options when you build the poll.

    Grades: Grades 6-8, Grades 9-12, College

    Use as a live poll

  • One-sentence summary

    One sentence

    Sum up today in one sentence. Include the most important idea and one detail.

    Grades: K-5, Grades 6-8, Grades 9-12

    Use as a live poll

  • One-sentence summary

    Headline for today

    Write a headline for today's lesson, as if it were a news story. Then add one line of subtitle.

    Grades: Grades 6-8, Grades 9-12

    Use as a live poll

  • One-sentence summary

    3-2-1

    Write 3 things you learned, 2 things you found interesting, and 1 question you still have.

    Grades: K-5, Grades 6-8, Grades 9-12, College

    Use as a live poll

  • One-sentence summary

    Two-line abstract

    Write a two-line abstract of today's session: the main claim, then the strongest piece of support for it.

    Grades: College

    Use as a live poll

  • One-sentence summary

    Big idea, small detail

    Name the big idea from today in a few words, then one small detail you want to remember.

    Grades: K-5, Grades 6-8

    Use as a live poll

  • Application

    Where would I use this?

    Describe one place outside this classroom where today's idea could show up or be useful.

    Grades: K-5, Grades 6-8, Grades 9-12, College

    Use as a live poll

  • Application

    Try it somewhere new

    Here is a problem that looks different from the ones we practised. Which idea from today applies, and how?

    • Prepare a transfer problem that shares the same structure as class work.

    Grades: Grades 6-8, Grades 9-12, College

    Use as a live poll

  • Application

    Write the test question

    Write one question about today's topic that you think would make a good quiz question, and include the answer.

    Grades: Grades 6-8, Grades 9-12, College

    Use as a live poll

  • Application

    Which approach, and why?

    Given the situation on the board, which approach from today would you choose, and what is the trade-off?

    Grades: Grades 9-12, College

    Use as a live poll

  • Application

    Teach a younger student

    How would you teach today's idea to a younger student? Describe one picture or example you would use.

    Grades: K-5, Grades 6-8

    Use as a live poll

  • Feedback on teaching

    What helped most

    What was the most helpful thing in today's lesson for your learning? Be specific.

    Grades: K-5, Grades 6-8, Grades 9-12, College

    Use as a live poll

  • Feedback on teaching

    One change for tomorrow

    What is one thing I could change tomorrow that would help you learn more? Keep it kind and specific.

    • Share back one thing you will try, so students see their input used.

    Grades: Grades 6-8, Grades 9-12, College

    Use as a live poll

  • Feedback on teaching

    Pace check

    How was the pace today? Too fast, a little fast, about right, a little slow, or too slow.

    Grades: Grades 6-8, Grades 9-12, College

    Use as a live poll

  • Feedback on teaching

    Which activity worked

    Which part of class helped you most today? Choose from the activities listed on the board.

    • List the lesson activities as options when you build the poll.

    Grades: K-5, Grades 6-8, Grades 9-12

    Use as a live poll

  • Feedback on teaching

    Start, stop, continue

    For this course, what should I start doing, stop doing, and keep doing? One short line for each.

    Grades: Grades 9-12, College

    Use as a live poll

The live poll link opens a new, empty session with the question already typed in. You choose the options, add anything else, and share the join link yourself. Nothing from this page is stored.

How to use an exit ticket well

An exit ticket is a small tool with a narrow job: it tells you, before the next lesson, what your students are carrying away. The value comes from what you do with the answers, not from the prompt itself. A ticket you collect and never read becomes a chore for everyone, so decide before class how you will use the responses.

Start by tying the ticket to one learning goal. If today's goal is to compare two fractions, the ticket should ask about comparing two fractions, not about the whole unit. One goal and one prompt keeps the reading time low, and low reading time is what makes it realistic to do this every day or every week.

Protect the last few minutes. The most common failure is running out of time and skipping the ticket. Set a reminder at five minutes before the bell, and treat the ticket as part of the lesson rather than an extra.

  • Read the responses within a day. Sort them into three piles: got it, nearly there, and needs another look. Three piles are enough to plan the opening of the next lesson.
  • Look for patterns, not individuals. If six students describe the same confusion in different words, that is a whole-class teaching move, not six conversations.
  • Give something back. Open the next lesson with a sentence such as "Many of you asked about this, so let's start there." Students notice when their answers shape the lesson.
  • Vary the type. Using only muddiest point can turn into a routine that students answer on autopilot. Rotate between confidence, application, and summary prompts.

Choosing a type for the moment

Understanding checks ask students to do something with the idea: give an example, fix an error, or explain it to someone who missed class. They take a little prep because you may need a worked example on the board, but they show you more than a self-rating can.

Confidence prompts are quick and low risk. A 1 to 5 rating or a traffic light takes seconds. Students can be over or under confident, so pair a number with a sentence when you can, and treat the rating as a conversation starter rather than a measurement.

Muddiest point and one-question-left prompts surface confusion that students would not raise out loud. They work best when you make clear that confusion is useful information and not a failing.

Application and feedback-on-teaching prompts look past the content. Application asks whether students can use the idea somewhere new. Feedback prompts ask about the lesson itself, such as pace and activities, and are most useful when you tell students one thing you changed because of their answers.

Paper or live poll

Paper is simple, works without devices, and lets younger students draw as well as write. The print option on this page lays out several tickets per sheet with a name and date line and cut marks. A live poll is faster to read because the answers arrive in one place, and it suits classes where each student has a phone, tablet, or laptop. If you use the poll route, start with open text for muddiest point and summary prompts and a rating for confidence prompts.

Whichever you choose, keep the wording of the prompt plain, avoid asking for personal information, and tell students who will see their answers. Check your school's policies on student devices and data before using any online tool with your class.

Frequently asked questions

What is an exit ticket?
An exit ticket is a short prompt students answer in the last few minutes of a lesson, usually on paper or a device, before they leave. The teacher reads the responses afterwards to see what the class understood and what to revisit.
How long should an exit ticket take?
Aim for two to five minutes. If students need more time than that, the prompt is probably doing the job of a quiz. One focused question tends to be easier to answer honestly and quicker for you to read.
Should exit tickets be graded?
Many teachers record only completion, or nothing at all, so that students feel safe saying what confused them. That is a judgment call that depends on your school and your goals. These templates work either way.
Which exit ticket type should I start with?
The muddiest point and the one-sentence summary are quick to read and need no preparation. If you want a closer look at whether students can use an idea, try an application or understanding check with one prepared example.
How does the live poll option work?
The button opens the poll creator with the question already typed into the first prompt box. You add any options, create the session, and share the join link. Students answer on their own devices. It starts a fresh session each time, and you decide whether answers are anonymous.
Can I print these for students without devices?
Yes. Tick the Print box on the templates you want, then choose Print selected. You get a sheet of tickets with a name and date line, writing lines, and dashed cut marks. Only the tickets appear on the printout, not the rest of the page.
Are these templates tied to a subject or curriculum?
No. They are written to work in any subject, so swap in the topic, the problem on the board, or the key term for the day. We have not mapped them to any specific standards.
Do you store the templates I copy or print?
No. Copying and printing happen in your browser. We record only that a template action happened and a count, never the text of any template.

Run an exit ticket live

Start a poll with your own question, share the link, and read the answers as they come in.

Create a live poll

More free tools and guides

Free tools

Every page with a free tool you can use right away, no room needed.

Learn more

Classroom random name picker

Pick who shares their exit ticket answer fairly.

Learn more

Student participation tool

Keep every voice in the room involved.

Learn more

Free live poll maker

Build a poll with your own options.

Learn more

All use cases

See how teams and classrooms use ShuffleTurn.

Learn more