Question 1

S—How do I know when students pass a set of facts or pass an operation?

Holly Stassens · Accepted Answer

How do I know when students are ready to move on to the next set of facts?

After the students practice you give the One-Minute Daily Test — the box in the center of the page. The one-minute timing each day is a little test. If a student passes the “test” he/she has successfully memorized all the facts given so far. Passing means he/she is ready to be given more facts by moving on to the next practice sheet. If a student does NOT pass the “test” he/she needs more time to practice the facts given so far and should NOT move on to the next practice sheet. A student who does not pass needs to work on the same sheet again tomorrow because he/she did not meet his/her goal. See the section of these directions called, “Shouldn’t my students be practicing math facts at home for homework?”

What does it take for a student to pass a set of facts?

Passing is meeting or exceeding the student’s individualized goal with no errors. We recommend not allowing any errors. It will impact perhaps one out of ten “passes” that would have an error. We know it is simply a result of answering a little too fast, but it is simpler, cleaner and better to have the student re-do that set.

The goal for each student was initially established on the Goal Sheet. If a student exceeds that goal on any timing, the new “high score” becomes the goal. An exception should be made if you have reason to think the student may not be able to keep up that rate. In that case, wait until the student shows the ability to meet the new higher goal on two or three sets in a row before increasing the goal. The student should meet or beat their goal (their previous best) in order to pass.

If students stop before the end of the 1 minute timing to avoid having their goal move upwards, move it up at least one problem anyway. Or you could have the student stay after class with you and do the test again while you watch to make sure they don’t stop. Starting the program out by recognizing students whose goals have gone up is the best way to keep students moving ahead.

What does it take for a student to pass an operation?

Students pass an operation, such as addition or multiplication, when they complete Set Z in the operation. Working through the 26 levels of an operation is enough practice. The last set or sets of each operation are mixed facts and so ensure that the whole operation has been mastered. The two minute timings are meant as a means to monitor progress, but are not to be used as “final” or “exit” exam where students have to meet a certain level to pass the operation. Getting through Set Z is enough.

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Question 2

S—How do I know when students pass a set of facts or pass an operation?

Holly Stassens · Accepted Answer

How do I know when students are ready to move on to the next set of facts?

After the students practice you give the One-Minute Daily Test — the box in the center of the page. The one-minute timing each day is a little test. If a student passes the “test” he/she has successfully memorized all the facts given so far. Passing means he/she is ready to be given more facts by moving on to the next practice sheet. If a student does NOT pass the “test” he/she needs more time to practice the facts given so far and should NOT move on to the next practice sheet. A student who does not pass needs to work on the same sheet again tomorrow because he/she did not meet his/her goal. See the section of these directions called, “Shouldn’t my students be practicing math facts at home for homework?”

What does it take for a student to pass a set of facts?

Passing is meeting or exceeding the student’s individualized goal with no errors. We recommend not allowing any errors. It will impact perhaps one out of ten “passes” that would have an error. We know it is simply a result of answering a little too fast, but it is simpler, cleaner and better to have the student re-do that set.

The goal for each student was initially established on the Goal Sheet. If a student exceeds that goal on any timing, the new “high score” becomes the goal. An exception should be made if you have reason to think the student may not be able to keep up that rate. In that case, wait until the student shows the ability to meet the new higher goal on two or three sets in a row before increasing the goal. The student should meet or beat their goal (their previous best) in order to pass.

If students stop before the end of the 1 minute timing to avoid having their goal move upwards, move it up at least one problem anyway. Or you could have the student stay after class with you and do the test again while you watch to make sure they don’t stop. Starting the program out by recognizing students whose goals have gone up is the best way to keep students moving ahead.

What does it take for a student to pass an operation?

Students pass an operation, such as addition or multiplication, when they complete Set Z in the operation. Working through the 26 levels of an operation is enough practice. The last set or sets of each operation are mixed facts and so ensure that the whole operation has been mastered. The two minute timings are meant as a means to monitor progress, but are not to be used as “final” or “exit” exam where students have to meet a certain level to pass the operation. Getting through Set Z is enough.

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Question 3

S—How do I know when students pass a set of facts or pass an operation?

Holly Stassens · Accepted Answer

How do I know when students are ready to move on to the next set of facts?

After the students practice you give the One-Minute Daily Test — the box in the center of the page. The one-minute timing each day is a little test. If a student passes the “test” he/she has successfully memorized all the facts given so far. Passing means he/she is ready to be given more facts by moving on to the next practice sheet. If a student does NOT pass the “test” he/she needs more time to practice the facts given so far and should NOT move on to the next practice sheet. A student who does not pass needs to work on the same sheet again tomorrow because he/she did not meet his/her goal. See the section of these directions called, “Shouldn’t my students be practicing math facts at home for homework?”

What does it take for a student to pass a set of facts?

Passing is meeting or exceeding the student’s individualized goal with no errors. We recommend not allowing any errors. It will impact perhaps one out of ten “passes” that would have an error. We know it is simply a result of answering a little too fast, but it is simpler, cleaner and better to have the student re-do that set.

The goal for each student was initially established on the Goal Sheet. If a student exceeds that goal on any timing, the new “high score” becomes the goal. An exception should be made if you have reason to think the student may not be able to keep up that rate. In that case, wait until the student shows the ability to meet the new higher goal on two or three sets in a row before increasing the goal. The student should meet or beat their goal (their previous best) in order to pass.

If students stop before the end of the 1 minute timing to avoid having their goal move upwards, move it up at least one problem anyway. Or you could have the student stay after class with you and do the test again while you watch to make sure they don’t stop. Starting the program out by recognizing students whose goals have gone up is the best way to keep students moving ahead.

What does it take for a student to pass an operation?

Students pass an operation, such as addition or multiplication, when they complete Set Z in the operation. Working through the 26 levels of an operation is enough practice. The last set or sets of each operation are mixed facts and so ensure that the whole operation has been mastered. The two minute timings are meant as a means to monitor progress, but are not to be used as “final” or “exit” exam where students have to meet a certain level to pass the operation. Getting through Set Z is enough.

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