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TOSA Tribune

Nixa Public Schools

April, 2011
Volume 5, Issue 6

Consider M.A.P. Review Sharing Inside this issue:

M.A.P. Review 1

Math Word Wall 2


Triangular Math 2
Flash Cards

Planning 2011-2012 3

If you have M.A.P. review lessons or links to websites and would consider TES iboard 3
sharing them, please send them to cheryldick@nixaschools.net or don-
nazauss@nixaschools.net. Donna has created a page specifically for MAP
Pre-assessment 4
Strategy– Sorting
To access PowerPoint, SmartBoard, or Microsoft Word lessons: KWL Stickies
Go to www.nixapublicschools.net.
Click on Staff tab.
Click on MAP Review link.
Sign in, and the resources should be at your fingertips.

Links to websites can be accessed at:


M.A.P. review is winding down for the 2011 test, but by sharing now, the re-
sources will be a click or two away next year. Many of the 3rd grade re-
sources already posted can easily be adapted for use in other grade levels.
Thank you for considering this request.
Math Word Wall Idea
I found these pre-made math word wall examples
online and thought you might be interested as
you begin gathering ideas for the 2011-2012
school year. I know many of you already have
math word walls — this might be a good supple-
The kindergarten link has even and odd which I
know fourth grade will be interested in, so you
may want to open all grade levels to find the vo-
cabulary words you need.
Link to math vocabulary cards:

Triangular Flash Cards

The triangular flash cards show the relationship be-
tween multiplication and division. To use, simply
cover a number with your thumb and let the student
supply the missing number.
There are also cards to show the relationship be-
tween addition and subtraction. You can download
these pre-made cards at:
I am planning to make several sets for my classroom
next year as an Anchor Activity choice.

Page 2 TOSA Tribune Intermediate

Begin with the End in Mind
As M.A.P. testing is wrapping up, many of you are beginning to plan for the 2011-2012 school year.
In fact, several teams are meeting at the end of April to reflect on the 2010-2011 school year. I
have a template for next year ready to go if you are interested — let me know and I’ll e-mail it to
you. If you would like a TOSA to assist when your grade-level meets to collaborate on next year,
please contact the education office. :)

Have You Tried This Resource?

It is the supreme art of inspired
teaching that awakens the joy of
~Albert Einstein TES iboard— This is an excellent site with ready-to-go
interactive lessons. It’s organized by years in school
instead of grade.
Be careful with the Communication Arts lessons since
this is a United Kingdom site. :)

Volume 5, Issue 6 Page 3

KWL—Pre-assessment Assessment Strategy
Topic: Force and Motion
K - Know W –Want to Know L- Learned

1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5.

6. 7. 8. 9. 10. 6. 7. 8. 9. 10. 6. 7. 8. 9. 10.

11. 12. 13. 14. 15. 11. 12. 13. 14. 15. 11. 12. 13. 14. 15.

16. 17. 18. 19. 20. 16. 17. 18. 19. 20. 16. 17. 18. 19. 20.

21. 22. 23. 24. 25. 21. 22. 23. 24. 25. 21. 22. 23. 24. 25.

26. 27. 28. 29. 30. 26. 27. 28. 29. 30. 26. 27. 28. 29. 30.

If you use the KWL chart as a pre-assessment strategy, it’s important to find out what all students know – not
just a few of them. Often, the biggest complaint teachers have with using this strategy is the amount of time it
takes to record what students say. While waiting, many students become bored and start thinking of mischie-
vous ideas to occupy their time. Then, the intended pre-assessment strategy becomes a management night-

The numbers on the chart represent each student in class. Students write what they know (or think they
know) about the topic on a sticky note and place that sticky note on their assigned numbers on the chart.

The numbering system on the chart allows you to quickly hold each student accountable to answer so you
have documentation on all students. If you notice that #16 is blank, you simply look at your roster of names
and collect missing information from that particular student in seconds.

You’ll want to have students write their names on the sticky notes too – this helps later when you do some-
thing with the information. When students forget to write their names on the back of the stickies (even though
you told them to), you use your roster once again to determine whose paper is whose.

Now that you’ve gathered this information, categorizing it by dividing the sticky notes into three categories
helps you begin adjusting instruction to increase achievement. Divide the notes into three categories:
Students who know a lot about the topic.
Students who know some about the topic.
Students who know little to nothing about the topic.

See how quickly documentation of students in need of extra support and students in need of a challenge is
done. Once you know this, you work on making lessons more complex for some and less complex for others.

Volume 5, Issue 6 Page 4