Math Fact Fluency

1. Math Fact Fluency Administration and Scoring St. Croix River Education District Minnesota

2. Math Facts - What It Is • 1 minute test of math facts • Grade level probes • Grades 1-4 are unique • Grades 4-6 are all the same (but certain probes are assigned to certain grades so kids don’t repeat probes more than necessary)

3. Math Facts - How Used • Used as a screener of basic math fact fluency 3x per year with all students grades 1(W)-8 • Student performance on Math Facts assessment does not predict performance on other measures of mathematics • Math fact fluency seen as a desirable outcome in itself • Used as a progress monitoring measure for students identified as at risk in math • Often administered weekly • May be used as an informal diagnostic tool • Teachers can review class pattern of performance to see if particular problem types were hard for many students • How does student math fact fluency compare with their assessed skills on problem solving measures?

4. Math Facts - Administration • Administered to groups of students together • Often classroom teacher • Administration script is standard so everyone gives the same directions every time • Hand out the packet. Ask students to fill in the blanks on the white sheet of paper on the front of the packet. (Name, Date, etc.) • Say, “ These sheets on your desk contain a number of math problems. There are several types of problems on the sheet. Some are…(+,-,x,). Look at each problem carefully before you answer it. When I say ‘begin’, start answering the problems. Start with the first problem and work across the page (demonstrate by pointing). Then go to the next row. Try to work each problem. IF you cannot answer a problem, mark an “X” through it and go to the next one.”

5. “There are squares, circles, and triangles on the bottom of each page. First we’ll do the pages with squares on the bottom. Next we’ll do the pages with circles on the bottom. Last we’ll do pages with triangles on the bottom. Do front and back of each page, but don’t go on to a page with a different symbol until I tell you to.” (Show the students those symbols on the bottom of the page as you speak.)

6. “Remember, there are more problems on each page than we expect anyone to finish. We designed the test to be too long to finish. Don’t worry if you don’t get through it.” • “Remember, we want the best math you can do, not the fastest. We used a stopwatch because we want the time to be the same for each person, not because we want you to go your fastest. Do your best.” We’ll do the papers with a square on it first, circle next, and then triangle.”

7. If there are not more questions have students turn the white sheet and say “Begin.” • Circulate through the room during the test to make sure students are working independently, working problems in order rather than skipping around to the easy items first. At the end of 1 minutes, say “Stop.” Make sure students put their pencils down immediately. • Have students turn to the circle page. Say “Begin” and time for 1 minute. • Have students turn to the triangle page. Say “Begin” and time for 1 minute.

8. Math Facts - Scoring • Problems correct are scored • Partial credit is not given • Individual number reversals are counted correct as long as the reversed number is not actually a different number • 2 vs is ok (as long as it does not look like a 5) • 6 vs 9 is not ok • Reversals involving a change of place value are not counted correct • 12 vs 21 is not ok

9. Math Facts - Goals