High MAP-M/compacted math eligibility-- how much of it is exposure/supplementation?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We just got my 3rd grade kid’s score for this week’s MAP-M and they got a 252. Kid is in RSM but is quick to figure things out — my kid was describing stuff the haven’t done even in RSM but was able to deduce (stuff about plotting a quadrilateral on an axis). We did RSM because of the lack of challenge in school so it’s a bit of a chicken or the egg — are they scoring high because of RSM or because they are naturally inclined to understand complex math?

Either way I am just hoping compacted math is a bit better than what they’ve had to date…

It's a bit better. Your kid is probably already past Math 6 level, but a little disciplined review is good for improving fluency.
CM will be 3 days per topic instead of 5, while your kid would probably be happy with 2 days per topic. Stick with RSM or similar and then you'll get a placement in 6th grade, likely Algebra 1, maybe AIM/AMP7+ Prealgebra

Not pp, but I have a question. So kids can pick different math level class starting at 6th grade? Is that a placement from 5th grade map m result? And, what is AUM/AMP 7?

MS teams work with ES teachers to review student performance, scores (including 5th grade MAP), etc., to identify placement for incoming 6th graders. Separately, MCPS centrally identifies those qualifying for the criteria-based MS lottery pool, also utilizing grades and MAP scores, and any of those are offered placement in a course in 6th that leads to Algebra 1 in 7th.

That course used to be called AIM. When they moved to a new curriculum, it didn't have an exact analog, and schools chose either to continue to provide AIM from the old curriculum or to fulfill that placement for those centrally identified by advancing them by about a half year into a course provided in the new curriculum called AMP 7+. With the new curriculum's Algebra course assuming additional prerequisite knowledge, going with either the old AIM and the newer AMP 7+ left minor gaps. Some schools then added content to fill the gap between "Compacted" Math 5/6 in 5th and AMP 7+ in 6th, calling the result "AIM" (though it was not the same as the old AIM). MCPS just completed doing that same curricular remediation on a system-wide basis, and is calling the new course PreAlgebra. Again, this just leads to Algebra in 7th.

That will change in a couple of years, as the 3-year sequence of Algebra 1, Geometry amd Algebra 2 is being replaced state-wide by a new 2-year sequence of Integrated Algebra 1 & 2. There are other threads about that.

Schools may place a student not centrally identified for the lottery pool in PreAlgebra based on that MS team-ES team review, but also with an eye towards class capacity/logistics. There are at least 3 other possibilities:

On-grade-level Math 6, generally leading to Integrated Algebra 1 (now) in 9th grade

AMP 6+ (beginning at the same place as Math 6 but with compaction of content and an accelerated pace), leading to Integrated Algebra 1 in 8th grade

Math 7 (a year above grade level but not with a further accelerated pace) also leading to Integrated Algebra 1 in 8th grade

A student/caregiver may always request a different placement. The school is not required to oblige, but may. A request for evaluation may be made for students exhibiting a very unusually advanced understanding of Math, and this might lead to placement in a HS course, but that, as one may imagine, is rare and it comes with logistical challenges in future years.

[Anonymous]

My kid is one of those who has always shown interest and natural ability in math (as a second grader, his most recent score is a 210 winter MAP-M, 97th percentile). But he was also 96th percentile on the MAP-M in fall of K as a newly-turned 5 year old. So not much difference percentile wise over time, despite us starting to supplement about midway through 1st. From a young age, he took joy in adding and subtracting, and would come home from school or camp telling us about a new advanced math concept he learned from an older kid or a friend. We actually started supplementing midway through 1st because of his math ability and interests, to cultivate his love for math. MCPS math is just so dry and boring in those early elementary years. We do beast academy with him at home when we can fit it in, especially in the summer months (he is midway through level 3) and will sometimes come up with math challenges for each other (which he loves). For example, he will come up with a super hard math equation for me to solve, and I’ll do the same for him. I’m a math lover myself, so I’m totally here for all of this. That’s about it for now. Most of his time is spent playing sports, socializing, reading, art, and playing video games.