A math teacher administered an exit ticket at the end of a lesson about polynomial multiplication. The teacher found that more than 50% of the students struggled to correctly apply the distributive property.

While individual work can help reinforce skills, it may not effectively address the immediate issue of misunderstanding the distributive property. Without further instruction or examples, students might continue to struggle in isolation, leading to frustration and confusion rather than improvement.

Group work can foster collaboration and peer learning, but it may not provide the targeted instruction needed to clarify misconceptions about the distributive property. If students are not adequately prepared or guided, group work might not effectively resolve their difficulties with polynomial multiplication.

Increasing the number of questions on the unit test is unlikely to benefit students who already struggle with the concepts. Without first ensuring their understanding of the distributive property, more test questions could lead to lower scores and increased anxiety, rather than fostering mastery of the material.