Here you will find examples of engaging activities and strategies that teachers are using to target students' challenge areas revealed on formative SNAP assessments.



(above) Katie Wilson, Grade 2/3, Yarrow Community School, Chilliwack

  • Students search for and fix the teacher's mistakes on the giant SNAP board "Oops Hunt"
  • Students work together to build a hands-on number line using precise language (midpoint, endpoints, benchmarks, highest, lowest, greater than, less than..)


(above) Michaela Webb, Grade 4, Unsworth Elementary, Chilliwack

  • Students practicing representing numbers many different ways, working on computational flexibility and making math to self connections


(above) Eva Marcinowski, Grade 4, Bernard Elementary, Chilliwack

  • Students practicing drawing visual representations of subtraction


(above) Leigh Verleur, Grade 3 Early Success, Bernard Elementary, Chilliwack

  • To help them communicate their thinking, students have access to mathematical vocabulary on a math word wall (see "Resources" tab on this website for the free printables)


(above) Joelle Bausenhaus, Grade 5, Little Mountain Elementary, Chilliwack

  • Our class was challenged by locating numbers on number lines and finding examples of numbers in real life; this activity connects both learning areas.
  • Students add real-life examples of numbers on a very long 0 -1 000 000 number line at the back of the classroom (populations of familiar cities and countries and number of kms on family cars)
  • Students will continue to add meaningful numbers to the line throughout the year


(above) Cassandra Kostrzewa, Grade 4, Bernard Elementary, Chilliwack

  • Students are working on finding difference and how it relates to the adding up strategy when subtracting. We are one step closer to diversifying our calculate section on SNAP.


(above) Jenelle Atkinson, Grade 2/3, Little Mountain Elementary School, Chilliwack

  • Students using the SNAP as one station in guided math rotation


(above) Karey Mann, Gr. 1, Central Elementary School, Chilliwack

  • Students practice subitizing and decomposing numbers with dot card images from the "Tiny Polka Dots" game.  Number Talks help students work with numbers in a more flexible way and will develop their future computation/mental math skills.


(above) Lori Rurka, Grade 4/5, McCammon Elementary School, Chilliwack

  • We practice hands-on number line routines to help students estimate and situate where numbers would fall on the line. Students love the responsibility of being the "end points".  :)


(above) Shelley Burke, Grade 2, Watson Elementary School, Chilliwack

  • We have SNAP practice templates in dry erase sheets and students use them at the carpet, their desks or around the room.


(above) Greg Irving, Grade 4/5, Vedder Elementary School, Chilliwack

  • The class uses number talks and morning math to discuss math connections to real life examples, and we use whiteboard practice to reinforce conceptual and procedural knowledge.
  • To assess learning and guide practice, I often give SNAP work along with practice questions.  This allows me to see gaps in learning and address those gaps in future lessons.

  • Students practice subtraction computation while using pictures and the real-life example to reinforce  understanding.


(above) Diane Thiesen, Grade 2, Greendale Elementary School, Chilliwack

  • Students use this large SNAP board as practice at a math centre

Janet Foreman

(above) Janet Foreman, Grade 7, Mount Slesse Middle School, Chilliwack

  • Number line practice strengthens students' understanding and vocabulary around bench marks and endpoints
  •  We work on spacing and comparing numbers
  • Students are given opportunities to assess where numbers were placed and negotiate/re-adjust as necessary while providing reasoning for the placements

Kathy Isaac

(above) Kathy Isaac, Gr. 5/6, Vedder Elementary School, Chilliwack

  • Students using a large SNAP whiteboard and individual whiteboards to do targeted skip counting practice

Mr. Fiddes photo

(above) Scott Fiddes, Gr. 5/6, Cultus Lake Community School, Chilliwack

  • We practice the parts of SNAP and move from parts to whole as needed with targeted instruction and practice
  • We then assess the parts and eventually the whole again

whiteboard example

(above) Mary Wong, Gr. 2, Strathcona Elementary School, Chilliwack

  • Here is an example of a whiteboard Operations SNAP

whiteboard example


whiteboard 3


whiteboard example 3