bˈoʊθ kənsˈɛnsəs ænd ˌɪndᵻvˈɪdʒuːəl mˈæps mˌaɪt ʃˈoʊ ðɪ ᵻsˈɛnʃəl kwˈɛstʃənz fɔːɹ jˈuːnɪts ʌv stˈʌdi ænd kˈɑːntɛnt lˈɜːnd, bˌʌt ˌɪndᵻvˈɪdʒuːəl mˈæps wɪl biː mˈoːɹ diːtˈeɪld ɪn ɹᵻɡˈɑːɹdz tə ðə dˈeɪli æktˈɪvᵻɾiz, stɹˈæɾədʒiz, ænd ɐsˈaɪnmənts ðæt ˌɪntɹədˈuːs, pɹˈæktɪs, ænd ɪnspˈaɪɚ mˈæstɚɹi ʌvðə skˈɪlz ænd stˈændɚdz ˈɪndᵻkˌeɪɾᵻd ɔnðə kənsˈɛnsəs mˈæp, ðə lˈæɾɚ ʌvwˈɪtʃ wɪl ˈɔːlsoʊ ᵻvˈɛntʃuːəli mˈændeɪt ðə kˈɑːmən ɔːɹ sˈeɪm ɐsˈɛsmənts ðæt ʃˌʊd tˈeɪk plˈeɪs əkɹˌɑːs ðə bˈoːɹd ɪn ˌɪndᵻvˈɪdʒuːəl klˈæsɹuːmz.
Both consensus and individual maps might show the essential questions for units of study and content learned, but individual maps will be more detailed in regards to the daily activities, strategies, and assignments that introduce, practice, and inspire mastery of the skills and standards indicated on the consensus map, the latter of which will also eventually mandate the common or same assessments that should take place across the board in individual classrooms.