Here are some Frequently Asked Questions about the Math Assessment & Practice
| Questions | MAP Team Comments |
| MAP is very similar to # of the day, many teachers are using a similar model. If teachers have their own “version”, will that be supported? | Teachers are encouraged to continue with already established practices that support learning; the MAP is an additional and complementary tool to support students learning. |
| Rubric-can we add an Extending category to line up the 4 titles with new reporting? | There was much discussion about this in previous districts. In discussions with teachers, it was decided that this tool is looking at proficiency rather than extension. Our goal year 1 is to get to “proficiency” and create a district wide understanding of what this benchmark looks like. Extension may be considered in the future. |
| How does this ladder into teaching more complex topics in math? | Number sense is one of the foundational pieces to becoming a numerate learner. |
| Should this begin as an activity in small groups to build comfort? | It is not recommended to give the MAP initially to small groups. Based on feedback from other districts it is best for each student to complete their own MAP. It supports baseline data in a more meaningful manner. |
| Where do you print the MAP templates onto huge paper? | Large paper format will be provided for schools by learning services. |
| How will TTOC work during initial training? | Each school Admin will be contacted in order to ensure roll out is as smooth as possible for each site and keep in consideration the unique situations of each school. TTOCs in the district will be trained in MAP and numeracy activities in order to support demonstration on-site implementation. |
| Number sense MAP is great; Can we/I translate so we have it en Français for our school? | C’est disponible en Français |
| I love the different ways of doing equations; the relevancy of the “real life” applications; KEY to learning; number line makes sense; visual and group work. It would have made more sense to show STUDENTS number sense prior to trying; also walk through on the blank overhead then work as a group | This is a possible strategy that could be utilized in a classroom setting. It is expected that teachers will be working on the various parts of the MAP when working with students. |
| Why are we not starting with primary students? (initially starting year 1 with grades 4-10) | The MAP was not originally created for primary students. There is however a K/1 version in the Chilliwack district. The data we have as a district indicated the grade groupings that have been selected for our initial roll out. Moving into primary will be looked at further down the line. |