Fastt Math Teacher`s Guide

Transcription

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Credits
Program Authors
Dr. Ted Hasselbring and Laura Goin
began collaborating on the research,
design, and development of instructional
software at the Learning Technology Center
of Vanderbilt University in 1984. Over the
years, their research and development
have focused on the use of technology
for enhancing learning in students with
mild disabilities and those who are at risk
of school failure. In addition to FASTT Math,
their collaboration has resulted in many
other software programs and tools for
students across learning abilities —
from regular education classrooms
to special needs students and English
Language Learners, including Scholastic’s
READ 180. Currently, Dr. Hasselbring is
Professor of Special Education at the
Peabody College at Vanderbilt University,
and Ms. Goin is the CEO of Designs
for Learning.
No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise,
without written permission of the publisher. For information regarding permission, write to
Scholastic Inc., 557 Broadway, New York, NY 10012.
Copyright © 2007, 2005 Scholastic Inc. All rights reserved.
All rights reserved.
Published by Scholastic Inc.
Printed in the U.S.A.
ISBN 0-545-05566-0
SCHOLASTIC, FASTT Math, SCHOLASTIC ACHIEVEMENT MANAGER, and associated logos
and designs are trademarks and/or registered trademarks of Scholastic Inc.
Other company names, brand names, and product names are the property and/or trademarks
of their respective owners.
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Table of Contents
Overview
FASTT Math Overview ..............................................................................................3
Who Can Benefit from FASTT Math? ..................................................................3
How Does FASTT Math Assess Fluency? ..............................................................3
How Does FASTT Math Develop Fluency? ..........................................................4
Reports ..................................................................................................................5
Worksheets............................................................................................................6
How Does FASTT Math Differ from Drill and Practice Software? ....................7
Research & Validation
Purpose ....................................................................................................................11
Rationale..................................................................................................................11
Mathematical Knowledge ......................................................................................13
Normal Development of Math Fact Fluency ........................................................14
Developing Fluency in Math-Delayed Children ....................................................16
Effectiveness of the FASTT Math Approach ..........................................................19
Student Software
FASTT Math Student Software ..............................................................................25
Overview of the Program Activity Types ..........................................................26
Using the Software ............................................................................................27
Student Login......................................................................................................28
Student Introduction to FASTT Math ................................................................30
Placement Assessment........................................................................................31
Fact Grid ..............................................................................................................36
Changing Fact States ..........................................................................................38
Adaptive Instruction ..........................................................................................39
Periodic Assessments ..........................................................................................50
Independent Practice..........................................................................................51
Customizing the Fact Tracker ............................................................................56
Completing the Operation ................................................................................57
Buttons ................................................................................................................58
Scholastic Achievement Manager (SAM)
SAM Overview ........................................................................................................61
Installation ..............................................................................................................62
Signing In ................................................................................................................63
The Home Page ......................................................................................................64
Permissions and Passwords ....................................................................................65
Student Enrollment ................................................................................................66
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Message Center ......................................................................................................68
FASTT Math Program Settings................................................................................72
FASTT Math Worksheets ........................................................................................77
FASTT Math Reports................................................................................................81
FASTT Math Award Certificates..............................................................................83
FASTT Math Resources ............................................................................................85
Reports Guide
Overview ..................................................................................................................89
Summary of Available Reports ..............................................................................90
Student Reports ..................................................................................................90
Class, Grade, and Teacher Reports ....................................................................91
School and District Reports ................................................................................91
Student Fact Fluency Status Report ......................................................................92
Student Lesson Status Report ................................................................................94
Student Response to Intervention Report ............................................................96
Progress Report ......................................................................................................98
Intervention Grouping Report ............................................................................100
Summary Progress Report ....................................................................................102
FASTT Math Implementation Report ..................................................................104
Implementing FASTT Math
Who Should Use FASTT Math? ............................................................................109
Determining Who Needs FASTT Math ............................................................109
Addressing Prerequisite Skills: The Fact Fluency Foundations Guide ..........112
Introducing FASTT Math to Students ..................................................................113
FASTT Math Software Usage ................................................................................116
Placement Assessment......................................................................................116
Ongoing Instruction, Practice, and Re-assessment ........................................116
Recognizing Student Progress..............................................................................118
Reproducibles ..............................................................................................121
Technical Support ......................................................................................142
Index ..................................................................................................................143
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®
Overview
FASTT Math Overview ..............................................................................................3
Who Can Benefit from FASTT Math? ..................................................................3
How Does FASTT Math Assess Fluency? ..............................................................3
How Does FASTT Math Develop Fluency? ..........................................................4
Reports ..................................................................................................................5
Worksheets............................................................................................................6
How Does FASTT Math Differ from Drill and Practice Software? ....................7
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FASTT Math Overview
Welcome to FASTT Math. FASTT stands for Fluency and Automaticity through
Systematic Teaching with Technology. In about 10 minutes a day, students gain math
fact fluency using the power of technology. This proven method assesses individual
student’s fluency with basic math facts and then provides systematic, adaptive
instruction and practice to fill in the gaps. Students develop automatic recall of
basic math facts, providing the foundation for the development of higher-order
math skills.
Who Can Benefit from FASTT Math?
When students lack fluency (meaning both understanding and automaticity) in foundational
skills, performance requiring application of those skills is likely to be painfully slow, difficult,
and full of errors. As these dysfluent students confront more complex math—long division,
problem solving, or algebra—they risk cognitive overload. They get overwhelmed trying
to juggle basic arithmetic and advanced math in the same region of the brain. Being
able to perform core tasks with automaticity, almost without thinking, frees working
memory for more meaningful tasks.
Home environment can impact a child’s capacity to retain facts. A child who plays board
games with dice at home will have more opportunity to pick up addition calculation
skills than a child who does not engage in these pastimes with family members. If the
school’s math curriculum does not provide sufficient practice opportunities during math
fact acquisition, these students can fall even further behind. Students with neurologically
based conditions may struggle with memory, language, and even spatial deficits, and are
prime candidates for FASTT Math. For students who understand numbers and operations
but have inefficient strategies for problem solving, FASTT Math provides the targeted
instruction and systematic repetitive practice they need to develop automatic recall of
facts. For students with deeper conceptual problems, the Fact Fluency Foundations Guide
provides lessons and activities to develop understanding before students focus on
gaining automaticity.
How Does FASTT Math Assess Fluency?
For each operation FASTT Math begins with a Placement Assessment. The assessment
diagnoses exactly which facts a student can recall automatically from memory (in less
than 0.8 seconds) and which are either unknown or being processed non-automatically
using a strategy, such as adding on or skip counting. By focusing on response latency,
the difference between the length of time it takes a student to type, say, the number
21 versus the time it takes to answer the math fact 7x3, the FASTT Math software is able
to determine whether each fact is fluent (answer given correctly in 0.8 seconds or less)
or non-fluent.
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How Does FASTT Math Develop Fluency?
After the Placement Assessment, the program builds an individualized Fact Grid
highlighting fluent (Fast) and non-fluent (Study) facts and begins to systematically
select Study Facts from the Fact Grid for instruction.
Fact Grid Screen
FASTT Math employs an approach called expanding recall, which builds students’
capacity to “hold” new facts longer and longer in working memory until they
make the leap to automatic recall. No more than two or three new facts are
introduced at any one time, typically as fact pairs—7x3 and 3x7— to build a
memory relationship between the problem and the answer. With expanding recall
the new facts are interspersed with a gradually increasing number of known facts,
with the program constantly measuring response time. By limiting the time allotted
for a response, the program refocuses the students on retrieving facts from
memory rather than falling back on more inefficient strategies, like counting.
During a typical 10-minute session, students will focus on a couple of new facts
and spend time developing fluency with existing facts. Engaging games provide
a platform for improving speed and accuracy with what they have already learned.
As students progress through the Fact Grid they earn game points and are
encouraged to beat their high scores by improving their speed and accuracy.
By mastering more facts, students are rewarded with the opportunity to
customize their Fact Tracker device.
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Reports
FASTT Math tracks students’ progress and performance throughout the
program. Through Scholastic Achievement Manager (SAM) teachers and
administrators can generate reports on individual students, groups of
students, an entire class, a grade, the whole school, or district. (See pages
81–82 for more details.) Reports provide information on a variety of performance measures, including fact fluency status, progress, and response
to intervention among others. In addition, SAM will alert teachers when
it identifies a problem, like low usage or slow progress, or when there
is reason to celebrate, like achievement of a new level in fact fluency.
Sample Student Fact Fluency Status Report
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Worksheets
In addition to creating reports, SAM allows you to print custom worksheets
for each student. These worksheets draw on each student’s current fact fluency,
allowing the student to apply the facts they’re learning with multi-digit and
multi-operation computations. The worksheets are ideal for timed math drills.
Sample Worksheet
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FASTT Math includes a guide for building
conceptual foundations in number sense
and operations that some students may
lack. What happens, for example, if you
have students that don’t know the answer
to 3+0 or 6x1? Those students likely have
a deeper problem than simply an inability
to recall facts; they lack underlying
concepts in number counting, quantity,
and linking new facts to known facts.
The Fact Fluency Foundations Guide
written by Katherine Garnett, Ed.D.,
professor and chairperson of the
Department of Special Education at Hunter College, offers concrete guidelines
for further assessing and addressing each of these student’s needs. Once a solid
conceptual foundation is in place, the FASTT Math software can take over the
fluency-building process.
How Does FASTT Math Differ
from Drill and Practice Software?
Presentation and practice of math facts sounds a lot like traditional drill and
practice software, but FASTT Math differs in several important ways. With its
systematic focus on individual facts and response times, FASTT Math provides
an instructional platform that draws on proven methods and the latest thinking
in cognitive science. The table below highlights some of the key differences
between FASTT Math and traditional drill and practice software.
Traditional Drill & Practice Software
FASTT Math
Gives students both learned and un-learned Assesses which facts a student doesn’t
facts—no assessment
know and focuses instruction on those
Presents large amounts of new information
Presents small, manageable amounts
of new information
Allows a long period of time for a response
Requires recall from memory by controlling
response time
Presents un-learned information randomly
Presents new information using the systematic,
research-proven expanding recall model
Corrective feedback during instruction
Custom worksheets support transfer to
paper & pencil
Uses a proven method
Often, no corrective feedback
Computer-based practice only
No research basis
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Research & Validation
Purpose ....................................................................................................................11
Rationale..................................................................................................................11
Mathematical Knowledge ......................................................................................13
Normal Development of Math Fact Fluency ........................................................14
Developing Fluency in Math-Delayed Children ....................................................16
Effectiveness of the FASTT Math Approach ..........................................................19
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Purpose
The goal of the FASTT Math program is to help students develop fluency with basic
math facts. Fluently, here, means answering the facts correctly and fast, automatically
and with understanding. FASTT Math helps to identify and remediate those students
who lack a conceptual foundation of the operations and math fact
quantities. Educators and cognitive scientists agree that the ability
to recall basic math facts fluently is necessary for students to
attain higher-order math skills. Through an adaptive program of
systematic instruction and practice, FASTT Math helps students
to abandon the use of inefficient and time-consuming strategies
for determining the answers to basic facts, such as finger
counting, and helps them develop the capacity to retrieve
the basic facts from memory quickly and effortlessly.
Rationale
FASTT Math is the result of nearly two decades of research on the development of
mathematical fluency in math-delayed and non-math-delayed children. The rationale
for this program is that all human beings have a limited information-processing
capacity. That is, an individual simply cannot attend to too many things at once.
Grover Whitehurst, the Director of the Institute for Educational Sciences (IES),
noted this research during the launch of the federal Mathematics Summit in 2003:
“Cognitive psychologists have discovered that humans have fixed limits on
the attention and memory that can be used to solve problems. One way
around these limits is to have certain components of a task become so
routine and over-learned that they become automatic.” (Whitehurst, 2003)
The implication for mathematics is that some of the sub-processes, particularly basic
facts, need to be developed to the point that they are done automatically. If this fluent
retrieval does not develop, then the development of higher-order mathematics skills—
such as multiple-digit addition and subtraction, long division, and fractions—may be
severely impaired (Resnick, 1983). Indeed, studies have found that lack of math fact
retrieval can impede participation in math class discussions (Woodward & Baxter, 1997),
successful mathematics problem solving (Pellegrino & Goldman, 1987), and even the
development of everyday life skills (Loveless, 2003). And rapid math fact retrieval has
been shown to be a strong predictor of performance on mathematics achievement tests
(Royer, Tronsky, Chan, Jackson, & Marchant, 1999).
Research by LaBerge and Samuels (1974), Lesgold (1983), and Torgesen (1984) support
the notion that fluency in basic skills is a necessary prerequisite to higher-level functioning
in both reading and math. They suggest that children often do poorly in these subjects
because they may have failed to master the subcomponent processes required to understand text and to solve math problems. A common example can be taken from reading.
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Consider a child who cannot recognize words by sight. As he reads he must
devote excessive attention to the task of word recognition by sounding out
each word phoneme by phoneme. This cumbersome process leaves little room
for attention to higher-level processes such as thinking about the meaning of
words or sentences. When this occurs, comprehension is poor, and the child
learns little from the reading material.
Problems similar to those encountered in reading also occur in math. If a student
constantly has to compute the answers to basic facts, less of that student’s
thinking capacity can be devoted to higher-level concepts than a student who
can effortlessly recall the answers to basic facts. For example, a child who is
performing multiple-digit division must monitor constantly where he is in that
procedure. If the child must use primitive counting strategies to subtract or
multiply during the division process, the attention and memory resources devoted
to these procedures reduce the student’s ability to monitor and attend to the
larger division problem. The result is that the student often fails to grasp the
concepts involved in multiple-digit division.
Recent research in cognitive science, using functional magnetic resonance imaging
(fMRI), has revealed the actual shift in brain activation patterns as untrained
math facts are learned (Delazer et al., 2003). As predicted by Dehaene (1997,
1999, 2003), instruction and practice cause math fact processing to move from
a quantitative area of the brain to one related to automatic retrieval. Delazer and
her colleagues suggest that this shift aids the solving of complex computations
that require “the selection of an appropriate resolution algorithm, retrieval of
intermediate results, storage and updating in working memory” by substituting
some of the intermediate steps with automatic retrieval (Delazer et al., 2004).
The research cited above highlights the importance of math fact fluency; however,
the computation capabilities of American students appear to be falling. Tom
Loveless of the Brookings Institute has reviewed responses to select items on
the National Assessment of Educational Progress (NAEP) and concluded that
performance on basic arithmetic facts declined in the 1990s (Loveless, 2003).
Clearly, students need help to develop rapid, effortless, and errorless recall of
basic math facts.
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Mathematical Knowledge
Mathematical knowledge of basic facts can be classified into two categories.
The first category, called declarative knowledge, can be conceptualized as an
interrelated network of relationships containing basic problems and their
answers, such as 4+7=11 or 11-4=7. The facts stored in this network have
different “strengths” that determine how long it takes to retrieve an answer.
The stronger the relationship, the more rapid and effortless is the retrieval
process. For example, if the fact 2+3=5 has greater associative strength than
the fact 7+5=12, it will take less time to retrieve the answer 5 to the first of
these two problems (Pellegrino & Goldman, 1987).
=
Ideally, all the facts stored in this network are retrieved from memory quickly,
effortlessly, and without error. However, this is often not the case with many
students, particularly those with learning problems. These students, for a variety
of reasons, have not established a declarative knowledge network, and instead
of retrieving facts from memory, they rely on a second category of mathematics
knowledge, called procedural knowledge.
Procedural knowledge refers to methods that can be used to derive answers
for problems lacking pre-stored answers. For example, in the problem 6+8,
a student might use a common “counting on” strategy in which the larger of
the two addends (8) is stated and the student increments the smaller addend
on his or her fingers while saying 9, 10, 11, 12, 13, 14. Although correct
answers can be obtained using procedural knowledge, these procedures are
effortful, slow, error-prone, and they appear to interfere with learning and
understanding higher-order concepts.
Underlying both declarative and procedural knowledge in mathematics is a
type of understanding typically called number sense. While several definitions
of number sense can be found (see, for instance, NCTM Standards 2004 or
Case 1998), academics generally agree that it involves an awareness of number
names, values, and relationships. Children with number sense recognize the
relative differences in number quantity and how those differences can be represented. Number sense gives meaning both to an automatic math fact and to a
computational procedure. Gersten and Chard roughly compare the importance
of number sense in computation to the need for phonemic awareness in reading
(Gersten & Chard, 1999). Both are critical building blocks. Garnett describes a
typical hierarchy of procedures, or strategies, that rests upon number sense
and leads eventually to automatic recall (Garnett, 1992). All elements—number
sense, procedural knowledge, and declarative knowledge—must be developed
together to achieve full math fact fluency.
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Normal Development of Math Fact Fluency
Given the importance of the fluent recall of basic facts, the main concern is
how this ability develops. For many children, at any point in time from preschool through at least the fourth grade, they will have some facts that can
be retrieved from memory with little effort and some that need to be calculated
using some counting strategy. From the fourth grade through adulthood,
answers to basic math facts are recalled from memory with a continued
strengthening of relationships between problems and answers that results
in further increases in fluency (Ashcraft, 1985).
The acquisition of math facts generally progresses from a deliberate, procedural,
and error-prone calculation to one that is fast, efficient, and accurate (Ashcraft,
1992; Fuson, 1982, 1988; Siegler, 1988). In a typical developmental path in
addition, for instance, students begin adding using a strategy called “counting
all” that gives way to a “counting on” strategy, which in turn gives way to
linking new facts to known facts (Garnett, 1992). In multiplication, a student
might employ repeated addition or skip counting as initial procedures for
calculating the facts (Siegler, 1988). With repeated exposures, most normally
developing students establish a memory relationship with each fact. Instead
of calculating it, they recall it automatically.
Strategy
Counting all
Shortcut sum
Finger display
Counting on from the first addend
Counting on from the larger addend
Linking
Retrieval
Representative use to solve 2+4
“1, 2…1, 2, 3, 4…1, 2, 3, 4, 5, 6”
“1, 2, 3, 4, 5, 6”
“Displays 2 fingers, then 4 fingers; says 6”
“2…3, 4, 5, 6” or “3, 4, 5, 6”
“4…5, 6” or “5, 6”
“2 + 2 = 4, + 2 more = 6”
“6”
In contrast, most math-delayed children, along with those who have never
received systematic math fact instruction, show a serious problem with respect
to the retrieval of elementary number facts. Fleischner, Garnett, and Shepard
(1982), as well as Hasselbring, Goin, and Bransford (1988), have found that
learning-disabled children are substantially less proficient than their non-disabled
peers in retrieving the answers to basic math facts in addition and subtraction.
Although information is still emerging about the particular difficulties experienced by these children in the retrieval of this information, the evidence that
does exist suggests that these children do not suffer from a conceptual deficit
(Russell & Ginsburg, 1984), but rather from some sort of disruption to normal
development of their network of relationships between facts and answers.
That is, these students often have well-developed number sense and procedural
knowledge—they can figure out the answer to any fact given enough time.
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But because they have poorly developed declarative knowledge, they have
minimal ability to recall anything but the most basic facts from memory. What
this suggests is that there are huge differences in the amount of instruction
individual children need to become fluent at retrieving answers to basic math
facts. As shown in Figure 1, by age seven, non-math-delayed students can recall
more facts from memory than their math-delayed peers. Further, this discrepancy
increases as age increases. As math-delayed students get older, they fall further
and further behind their non-math-delayed peers in the ability to recall basic
math facts from memory (Hasselbring et al., 1988). In addition, this lack of
fluency interferes with the development of higher-order mathematical thinking
and problem solving.
-
-
-
Figure 1. A comparison of the mean number of fluent addition facts by age for Non-Math-Delayed
and Math-Delayed students
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Developing Fluency in Math-Delayed Children
To counteract the problem described above, the FASTT approach has been
used successfully to develop mathematical fluency. It appears that the key to
making the retrieval of basic math facts fluent is to first establish a mental link
between the facts and their answers. FASTT Math embodies several unique
design features to help develop these relationships. These features include:
Identification of fluent and non-fluent facts
Restricted presentation of non-fluent information
Student generation of problem/answer pairs
Use of controlled response times
Spaced presentation of non-fluent information
Appropriate use of drill and practice
Each of the features listed above (and described in more detail below) adds
to the effectiveness of the program.
Identification of fluent and non-fluent facts
At any given point in time, most students recall some facts automatically;
they answer others using counting or other non-automatic strategies. Drill
and practice programs have demonstrated a positive effect on improving the
retrieval speed for facts already being recalled from memory. However, drill
and practice had no effect on developing automaticity for non-recalled facts
(Hasselbring, Goin, & Sherwood, 1986). Consequently, to facilitate the automatic recall of all facts, instruction must be focused on non-automatized facts
while practice and review are given on facts that are already being recalled
from memory. Thus identifying and separating fluent from non-fluent facts
is important.
FASTT Math begins with a computerbased assessment that presents all
the basic facts in an operation and
records the amount of time that the
child takes to answer each fact correctly.
By measuring the latencies of student
responses, the program can accurately
determine the facts that are being
recalled from memory and those that
are solved using a counting strategy.
16
Note:
Response latency is determined
by measuring the time difference between simply typing
the number 21 and typing the
answer when presented with
the multiplication fact 7x3.
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Following this initial Placement Assessment, FASTT Math constructs a Fact Grid,
as shown below. The grid allows the student (and teacher) to see his or her
fluent (Fast) facts and those that the student answered slowly or incorrectly
(Study facts). The grid shown here indicates a common pattern in many mathdelayed students. This student has automatized most of the facts that include
0 and 1 as the minimum addend (e.g., 0+0 to 0+9, and 1+1 to 1+8, and the
reversals). Also, he has automatized a few facts with 2 as a minimum addend,
and some of the doubles (e.g., 3+3, 4+4, and 5+5).
Fact Grid Screen for a typical math-delayed student
Restricted presentation of non-fluent information
The program expands the student’s declarative knowledge network by building
on existing knowledge. Consider the student whose matrix is shown in the figure
above. The FASTT Math software would begin instruction on the facts 1+9 and
9+1, because the student already has automatized all other facts with a minimum
addend of 1. As a general rule, the program selects facts to be automatized based
upon the size of the minimum addend. For example, once all facts with a minimum
addend of 1 have been automatized, FASTT Math begins to select facts with a
minimum addend of 2, and so on, until all the “2s” have been automatized.
The research (Hasselbring et al., 1988) suggests that it is best to work on developing this declarative knowledge by focusing on a very small set of new target
facts at any one time—no more than two facts and their reversals. Instruction on
this target set continues until the student can retrieve the answers to the two
new facts consistently and without using counting strategies.
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Student generation of problem/answer pairs
Recent fMRI studies of math fact recall (Dehaene et al., 1999; Delazer et al., 2004)
suggest that automatically retrieved facts are stored in the same region of the brain
that houses word associations, suggesting a potential linguistic relationship between
the calculation (4x6) and its answer (24). In order to construct a memory relationship
of this type, FASTT Math explicitly requires students to type each newly introduced fact.
By generating the problem/answer pair, students connect the two elements together.
And when students falter in holding that connection in memory, the program demands
that they retype the fact to reestablish the relationship.
Typing a newly introduced fact
Retyping a fact to reestablish the relationship
Use of controlled response times
Once a problem/answer relationship is established, FASTT Math uses controlled
response times to reinforce the memory connection and inhibit the use of counting
or other non-automatic strategies. A controlled response time is the amount of time
allotted to retrieve and provide the answer to the fact. FASTT Math begins with a
controlled response time of 1.25 seconds, forcing students to abandon inefficient
strategies and to retrieve answers rapidly from the declarative knowledge network.
If the controlled response time lapses before the child can respond, or if the student
answers incorrectly, the program provides corrective feedback by presenting the
problem/answer relationship again. This continues until the child gives the correct
answer within the controlled response time.
Spaced presentation of non-fluent information
FASTT Math develops a declarative knowledge network by interspersing the two new
“target” facts with other already automatized facts in a pre-specified, expanding order.
Each time the target fact is presented, another automatized fact is added as a “spacer”
so that the amount of time between presentations of the target fact is expanded.
This “expanding recall” model requires the student to retrieve the correct answers
to the target facts over long and longer periods.
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Presenting non-fluent facts interspersed with previously mastered facts
The appropriate use of drill and practice
Only after a student is consistently able to retrieve the answer to a target fact within
the controlled response time is that fact added to the child’s set of drill and practice
facts. Drill and practice has been shown to be effective only with facts that are already
being retrieved from memory. FASTT Math systematically builds a memory relationship
before it reinforces speed of recall with appropriate drill and practice activities.
Effectiveness of the FASTT Math Approach
The principles embodied in FASTT Math have been validated over several years of
research with more than 400 students. This research with math-delayed children has
shown that the FASTT Math approach can be extremely powerful for developing fluency
with basic math facts. Generally, the findings show that when used daily, for about
10 minutes, most math-delayed children can develop fluency with all basic facts in
a single operation after approximately 100 sessions. The key to success appears to
lie in the consistent use of the program. As expected, students who use the program
regularly do much better than students who are only occasional users.
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As shown in Figure 2, the effects of using the FASTT Math approach can be quite
striking. In a study conducted by Hasselbring and Goin (1988), three groups of students
were matched for age, sex, and race. Two of the groups consisted of math-delayed
students and the remaining group consisted of non-math-delayed students. In the
experiment, one of the math-delayed groups (Math-Delayed Experimental) received
an average of 54 ten-minute sessions on the software program for addition; the other
two groups (Non-Math-Delayed and Math-Delayed Contrast) received only traditional
fluency instruction delivered by their classroom teachers. As the data show, the mathdelayed students receiving instruction with the FASTT Math approach gained, on the
average, 19 new fluent facts while their math-delayed peers receiving traditional
instruction gained no new facts and their non-math-delayed peers gained only 7 new
facts. Perhaps more impressive are the maintenance data. When the experimental
students were tested four months after the post-test following summer vacation,
the students regressed by only 6 facts, indicating that once facts become fluent
through this method, they are retained at a high level.
Figure 2. A comparison of the mean number of fluent addition facts for Non-Math-Delayed
and Math-Delayed students
The results of this experiment have been replicated several times across all four operations.
In all cases, when used consistently, the FASTT Math approach has a positive effect on
developing mathematical fluency in both math-delayed and non-math-delayed students.
Although FASTT Math is effective for all students needing assistance with developing
fact fluency, it appears to be especially effective for students labeled as at-risk and
learning disabled.
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Sources
Ashcraft, M.H. (1985). Children’s knowledge of simple arithmetic: A developmental
model and simulation. Unpublished manuscript, Cleveland State University.
Ashcraft, M.H. Cognitive arithmetic: A review of data and theory. Cognition 44 (1992),
75–106.
Case, Robbie. (April 1998). A Psychological Model of Number Sense and Its
Development. Stanford University and The University of Toronto.
Dehaene, S., Piazza, M., Pinel, P., Cohen, L. (2003). Three parietal circuits for number
processing. Cognitive Neuropsychology. Vol. 20, nos. 3–6, pp. 487–506.
Dehaene, S., Spelke, E., Pinel, P., Stanescu, R., Tsivkin, S. Sources of mathematical
thinking: Behavioral and brain-imaging evidence. Science 284 (May 7, 1999), 970–974.
Dehaene, S. The Number Sense: How the Mind Creates Mathematics. New York:
Oxford University Press, 1997.
Delazer, M., Domahs, F., Bartha, L., Brenneis, C., Locky, A., Trieb, T. (2004). The acquisition
of arithmetic knowledge—an fMRI study. Cortex 40 (2004), 166–167.
Delazer, M., Domahs, F., Bartha, L., Brenneis, C., Locky, A., Trieb, T., Benke, T. (2003).
Learning complex arithmetic—an fMRI study. Cognitive Brain Research 18 (2003), 76–88.
Fleischner, J.E., Garnett, K., & Shepard, M.J. (1982). Proficiency in arithmetic basic facts
computation of learning disabled children. Focus on Learning Problems in Mathematics
4, 47–56.
Fuson, K.C. (1982). “An analysis of the counting-on procedure in addition.” In T.H.
Carpenter, J.M. Moser, T.H. Romberg, (Eds.), Addition and Subtraction: A Cognitive
Perspective. Hillsdale, NJ: Lawrence Erlbaum, pp. 67–78.
Fuson, K.C. Children’s Counting and Concepts of Number. New York: Springer, 1988.
Garnett, K. Math learning disabilities. Division for Learning Disabilities Journal of CEC.
November, 1998.
Garnett, K. Developing fluency with basic number facts: Intervention for students with
learning disabilities. Learning Disabilities Research & Practice (1992), 7:210–216.
Gersten, R. & Chard, D. Number sense: Rethinking arithmetic instruction for students
with mathematical disabilities. Journal of Special Education (1999), 3, 18–29.
Hasselbring, T.S., Goin, L., & Bransford, J.D. (1988). Developing math automaticity in
learning handicapped children: The role of computerized drill and practice. Focus on
Exceptional Children 20, 1–7.
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Hasselbring, T.S., Goin, L., & Sherwood, R.D. (1986). “The effects of computer-based
drill and practice on automaticity.” Technical report. Nashville, TN: Vanderbilt University,
Learning Technology Center.
LaBerge, D. & Samuels, S. (1974). Toward a theory of automatic information processing
in reading. Cognitive Psychology 6, 293–323.
Lesgold, A.M. (1983). “A rationale for computer-based reading instruction.” In A.
Wilkinson (Ed.), Classroom Computers and Cognitive Science. New York: Academic Press.
Loveless, T. “Trends in Math Achievement: The Importance of Basic Skills.” Presentation
at the Mathematics Summit, Washington, DC: February 6, 2003.
Pellegrino, J.W. & Goldman, S.R. (1987). Information processing and elementary mathematics. Journal of Learning Disabilities, 20, 23–32, 57.
Resnick, L.B. (1983). “A development theory of number understanding.” In Herbert P.
Ginsburg (Ed.), The Development of Mathematical Thinking. New York: Academic
Press, pp. 109–151.
Royer, J.M., Tronsky, L.N., Chan, Y., Jackson, S.J., & Marchant, H. (1999). Math
fact retrieval as the cognitive mechanism underlying gender differences in math test
performance. Contemporary Educational Psychology 24, 181–266.
Russell, R.L. & Ginsburg, H.P. (1984). Cognitive analysis of children’s mathematics
difficulties. Cognition & Instruction 1(2), 217–244.
Siegler, R.S. Strategy choice procedures and the development of multiplication skills.
Journal of Experimental Psychology, Gen. 117 (1988), 258–275.
Torgesen, J.K. (1984). Instructional Use of Microcomputers with Elementary Aged
Mildly Handicapped Children. Microcomputers and Exceptional Children. 1, 37–48.
Whitehurst, G. IES Director’s presentation at the Mathematics Summit, Washington,
DC: February 6, 2003.
Woodward, J. & Baxter, J. (1997). The effects of an innovative approach to mathematics
on academically low-achieving students in inclusive settings. Focus on Exceptional
Children 63, 373–388.
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Student Software
FASTT Math Student Software ..............................................................................25
Overview of the Program Activity Types ..........................................................26
Using the Software ............................................................................................27
Student Login......................................................................................................28
Student Introduction to FASTT Math ................................................................30
Placement Assessment........................................................................................31
Fact Grid ..............................................................................................................36
Changing Fact States ..........................................................................................38
Adaptive Instruction ..........................................................................................39
Periodic Assessments ..........................................................................................50
Independent Practice..........................................................................................51
Customizing the Fact Tracker ............................................................................56
Completing the Operation ................................................................................57
Buttons ................................................................................................................58
23
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FASTT Math Student Software
FASTT Math consists of two programs: the FASTT Math student software and
Scholastic Achievement Manager (SAM), which is the learning management
system for FASTT Math. See pages 61–86 for details on SAM.
FASTT Math is designed to help a student develop fluency with basic math facts
in addition, subtraction, multiplication and division, in number ranges 0–9 or
0–12. The program begins by assessing the student’s current fluency of facts
(correct and fast answers). It then provides adaptive instruction to help him or
her build a memory relationship between a problem and its answer and increase
the speed at which the student responds to problems.
The FASTT Math student software leads the student through a linear path of
instruction and assessment. As part of the daily lesson, the student will be given
a customized assignment: for example, to study new facts. In addition, the student
will be required to complete one practice game per day. The student must complete these tasks before the program moves on to the next assignment.
The student will receive one lesson per day (or two lessons per day depending
on program settings defined by the teacher). Each lesson should take about 10
minutes to complete. If the daily lesson(s) is completed and the student logs in
a second time during the same day, he or she will be able to play practice games.
The following pages describe in detail the features of the FASTT Math student
software.
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Overview of the Program Activity Types
As the student begins the program, he or she is presented with an initial facts
assessment. On subsequent days, the student is presented with different activities.
These activities manage the pace of instruction, reassess learning that has happened
outside the program, review problem areas, and measure proficiency. The activities,
although similar in function and appearance, have very specific goals, and each
daily lesson is determined by the student’s progress.
The daily lessons are made up of the following types of activities:
Placement Assessment (page 31)
The program will begin with a Placement Assessment (referred to in the program
as a Fast Fact Challenge) for the assigned operation.
Adaptive Instruction (page 39)
During each lesson, a student receives one of three types of instructional and practice
activities including Study New Facts, Review Facts, and Practice Facts activities.
Periodic Assessments (page 50)
Periodic Assessments (referred to in the program as Fast Fact Challenges) will be
presented to students to evaluate fluency of math facts. These assessments include
a Mastery Assessment, which evaluates fluency of facts learned by using the
program and a Challenge Assessment, which evaluates fluency of facts learned
outside the program.
Independent Practice (page 51)
The Independent Practice consists of Practice Games. Practice Games are presented
during each lesson after the student has completed the Adaptive Instruction or
a Periodic Assessment. There is no practice game presented after the Placement
Assessment is completed.
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Using the Software
After completing the initial Placement Assessment (first 1–2 days), the student
will start his or her regular FASTT Math lessons. Each lesson has two parts that
the student must complete:
Required Parts of a FASTT Math Lesson
Part 1: Adaptive Instruction
An instructional activity such as:
Part 2: Independent Practice
A practice game.
Study New Facts
Practice Facts
Review Facts
Students can choose any one of
the nine games available in the
program.
OR
An assessment:
Challenge
Special Challenge
Mastery
The student must successfully complete both parts of the lesson in order for the
program to save his or her work. If the student quits the program before finishing
the required practice game, his or her work from the first part of the lesson will
not be saved and the student will have to repeat the lesson next time he or she
logs in.
If the student chooses to, he or she can continue to play additional games after
completing the lesson. It is recommended to play only one to two additional
games per daily lesson. Encourage the student to respond fast and accurately
to the facts. The program tracks performance in all activities, including games.
If the student plays additional games, it will be safe to quit at any time without
fear of losing the work that was completed in the lesson.
If the student clicks the Exit button, the program will pause and ask the student
to confirm that he or she wants to quit. This prevents the student from unintentionally quitting the program.
Teachers can use the Student Lesson Status Report to see records of any incomplete
lessons. (See page 94 for details.) If there are many incomplete lessons, remind
the student to complete the required game in each lesson and be sure to allow
enough time to complete the lesson.
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Student Login
A student must log in to use FASTT Math. When the application is launched,
he or she will see the Login screen.
Type username
and password.
Click Go On to log in
after entering a username
and password.
Click to quit FASTT Math.
Student Login Screen
To log in:
1. Type your Username.
2. Type your Password.
3. Click Go On or press Enter/Return on the keyboard.
The program also returns to the Login screen after a student has finished the
daily lesson. The student can then quit the program or can leave the program
running for the next student to use.
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Login Errors
A student may not be able to log in under the following conditions:
If the student types his or her Username or Password incorrectly, he or she
will be prompted to retype the information.
If the teacher has not enrolled the student in FASTT Math or has not assigned
the student to an operation. (See pages 61–67 for details.)
If the student is working on Placement Assessment (first FASTT Math lesson),
and has received the “Done for Today” message, he or she will not be able
to log in a second time on the same day
Logging in as a Teacher
A teacher cannot log in to FASTT Math using their teacher username and password.
In order to log in and use the student program, a teacher needs to create a student
account in SAM, assign a username and password, enroll to FASTT Math, and
assign an operation. (See page 63 for details.)
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Student Introduction to FASTT Math
During the Placement Assessment, FASTT Math will give an overview of the
student experience with the program. A short animation will explain what
the student can expect, and what will be expected from the student. The
introduction continues with specific instructions on what to do during the
Typing Assessment part of the Placement Assessment. When the student
finishes the Typing Assessment he or she will get specific instructions on
what to do during the Fact Assessment part of the Placement Assessment.
The introduction to the program and instructions for the Placement Assessment
are narrated. The text is also displayed at the bottom of the screen for hearingimpaired students and for students that turned the audio off.
A student can click the Go button to skip the introduction and assessment
instructions.
After the student has finished the Placement Assessment, the introduction
will no longer be presented upon logging in.
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Placement Assessment
Initial Fast Fact Challenge
During the Placement Assessment, the program evaluates which facts in the assigned
operation the student is currently fluent with (correct and fast answers).
Activity
Type
Placement
Assessment
When Is It
Presented?
First 1–2 days of
using the program.
Purpose
What Is Presented?
To determine the
student’s baseline
fluency with all facts
in the operation.
has two parts: the Typing
Assessment and the
Fact Assessment.
Typing Assessment
The Typing Assessment (referred to in the program as a Typing Challenge) records the student’s
speed in typing numbers. Each number represents the answer to a fact in the assigned operation, such as the number 21, which is the answer to the fact 3x7. Each number is presented
multiple times and the program calculates the median typing time.
Next, in the Fact Assessment, the program evaluates the student’s speed in answering the
actual facts, such as typing the answer to 3x7=? When the student answers the fact correctly,
the program compares these two measurements to find the difference. This time difference is
the actual response time and is the critical measurement for determining if a student is recalling
a fact from memory or if the student “figures out” the answer some other way. Measuring the
student’s typing speed is also important because a student who is a slow typist is not penalized.
Since the program knows the student’s typing speed, it can offer a true measure of fact fluency.
A fact is considered fluent if the student can provide the correct answer in 0.8 seconds or less.
See example in the table below.
Type the number 21
Answer: 3x7
Difference
Student A
1.35 seconds
1.75 seconds
0.4 seconds—
Fluent Fact
Student B
1.15 seconds
4.95 seconds
3.80 seconds—
Non-Fluent Fact
The program
measures the
student’s median
typing times for
each number.
The program
measures the
student’s response
time to each fact
(correct responses
only; incorrect
responses are
non-fluent).
The program
calculates the
difference in the
two response times
to make a determination about fluency
(0.8 seconds or less is
considered fluent).
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The Typing Assessment is broken up into sets of numbers. There are two
to four sets, each of which includes up to 46 numbers depending on the
operation. The Typing Assessment will be completed in the first lesson and,
depending on the individual student, this lesson may take longer than
10 minutes. If a student quits in the middle of the Typing Assessment his or
her typing times will not be saved; and next time the student logs in he or
she will repeat the assessment.
Typing Assessment Input Screen
Once the student clicks Go the software begins presenting numbers on
the screen, one by one. The student will type the number and then press
the spacebar on the keyboard. The number will disappear and the next
one will appear.
During the assessment the student has 60 seconds to type the number.
If he or she exceeds that time limit the number will disappear and the next
one will appear.
Displays how many
numbers are left to
type in this set.
Input Screen during Typing Assessment
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Typing Assessment Completion Screen
In between sets the student sees a screen that shows how much of the Typing
Assessment is completed. This screen gives the student a momentary break
from typing numbers. Each target represents a set. When a set is completed
an arrow hits the target.
Typing Assessment Completion Screen
Click to continue
with the next set.
Fact Assessment
The Fact Assessment (referred to in the program as a Fact Challenge) will
present a variable number of facts to the student based on the student’s performance. For example, a student who answers all facts correctly and fast will
be presented with all facts in the operation before the assessment is completed
(e.g., 100 facts in addition, 0–9 number range). A student who is struggling to
answer facts, like 4x7 and 5x9, correctly and fast, will not be presented with more
difficult facts. The assessment is designed to give students a chance to answer
as many facts as they can, without frustrating those who are doing poorly.
The Fact Assessment is broken up into sets of problems for the student to
complete. A set may contain up to 40 problems. If a student is answering
many problems incorrectly or not paying attention, a set may end early.
If a student cannot finish the Fact Assessment during the first day, he or she
will complete it the next day. FASTT Math will inform the student when the
first lesson is completed. There is no time limit for the lesson on the second
day in order to ensure that the full Placement Assessment can be completed
in two days. At the end of the Placement Assessment, the student sees his
or her Fact Grid highlighting the fluent facts (Fast Facts).
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Fact Assessment Input Screen
Once the student clicks Go the software begins presenting facts on the screen,
one by one. The student will type the answer and then press the spacebar on
the keyboard. The fact will disappear and the next one will appear.
During the assessment the student has 15 seconds to type the answer. If he
or she exceeds that time limit the fact will disappear and the next one will
appear.
Input Screen during Fact Assessment
Feedback During the Assessment
Just like a paper-and-pencil assessment, the student is not presented with
immediate feedback about right or wrong answers during the Fact Assessment.
At the end of the assessment the student will see the results displayed in his
or her Fact Grid.
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Fact Assessment Completion Screen
In between sets the student sees a screen that shows how much of the
Fact Assessment is completed. This screen gives the student a momentary
break from answering facts. Once the student has completed the assessment,
the bar fills in and an arrow hits the target.
Fact Assessment Completion Screen
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Fact Grid
The Fact Grid shows the student’s fluency status of each fact in the
assigned operation.
Information Displayed on the Fact Grid
The Fact Grid displays all the facts in the operation and fact range the student
is assigned to (the fact range may include numbers between 0 and 9 or
between 0 and 12). Facts are presented in three states:
Fast Facts: These are facts that the student can answer correctly in 0.8
seconds or less. The student demonstrated fluency with the fact in either
the Placement Assessment or a subsequent program assessment.
Focus Facts: These are the facts the student is currently working on.
The student received instruction on these facts and he or she can provide
a correct answer in 1.25 seconds or less. (This response time is adjustable.
See page 74 for more details.)
Study Facts: These are non-fluent facts. The student repeatedly gave slow
or incorrect responses to these facts during the Placement Assessment,
and the facts have not yet been presented for instruction.
The Fact Grid groups facts into levels as follows:
Level
0s & 1s
2s & 3s
4s, 5s, & 6s
7s, 8s, & 9s
10s, 11s, & 12s
(only displayed if student
is assigned to 0–12 range)
*
Number of Facts in Level
0–9 range
0–12 range
36*
48*
28
40
27
45
9
27
NA
9
* Note there are fewer facts in the 0s and 1s for division since it is not possible
to divide by 0.
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Presentation of the Fact Grid
The Fact Grid is presented for the first time when the student completes the
Placement Assessment. At that point, the Fact Grid will display the student’s
Fast Facts and Study Facts (based on the answers given during the assessment).
Study Facts will be introduced for instruction and practice throughout the
remainder of the program.
Note:
See pages 68–71 for more details on student performance messages
in SAM.
Scholastic Achievement Manager (SAM) will alert the teacher to each student
who has fewer than 50% Fast Facts after their Placement Assessment. Examine
the Fact Grid of each identified student. If you see gaps in the 0s,1s, and 2s,
the student may have conceptual gaps on number sense and operations that
should be addressed before using FASTT Math. Reassess the student using the
interview-based assessment in the Fact Fluency Foundations Guide to determine if the student needs additional intervention before using the software.
Thick lines on the matrix
show divisions between
fact levels. This matrix
shows four levels.
Lock icons indicate
when a level has
been completed.
Fact Grid Screen (0 – 9)
The Fact Grid is the first screen the student sees when starting a lesson,
and the last screen before logging out.
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Changing Fact States
A fact is highlighted as a Study Fact,
a Focus Fact, or a Fast Fact in
the Fact Grid. These fact states
will change based on how
well the student does with
the program.
Study Fact
➡
3x 4
Fast Fact
3x 4
Placement Assessment: In the first one or two lessons students will be assessed on
their current fluency with the facts. The facts will change from Study to Fast Facts in the
Fact Grid if the student provides a correct answer in 0.8 seconds or less (not including
keyboard typing time).
New Level Challenge: When all the facts in a level are either Fast or Focus Facts, the
program presents a challenge on the facts that are in the next level. This way FASTT Math
can determine if the student demonstrates fluency on facts he or she may have learned
outside the program. The facts will change to Fast Facts if the student provides a correct
answer in 0.8 seconds or less (not including keyboard typing time).
Study Fact
3x 4
Focus Fact
➡
3x 4
Study New Facts: The most common type of instructional activity. During this activity,
a Study Fact is changed into a Focus Fact if the student provides a correct answer within
1.25 seconds (not including keyboard typing time).
Focus Fact
3x 4
➡
Fast Fact
3x 4
Mastery Challenge: If the student has Study Facts left in the Fact Grid, the program presents a challenge to determine student fluency on the current Focus Facts after 60 minutes
of instructional lesson time or after 6 complete lessons (whichever comes first). If a student
provides a correct answer in 0.8 seconds or less to Focus Facts, these facts become Fast Facts;
if not, they remain as Focus Facts and will be presented again in the next Mastery Assessment.
When the Fact Grid has only Fast and Focus Facts, a Mastery Challenge is presented after
every 30 minutes of instructional time or after 3 complete lessons (whichever comes first).
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Adaptive Instruction
Fact Instruction Overview
There are several types of instructional and practice activities that the student
may receive as part of his or her daily lessons. All instructional activities will
present a set of problems for practice where a student must provide the
answer as fast as possible.
Activity
Type
Study New
Facts
When Is It
Presented?
The most common
type of activity;
presented every day
unless another
instructional activity
or a challenge has
been triggered.
Purpose
What Is Presented?
To build a memory
relationship for up to
three (usually two)
Study Facts from the
student’s Fact Grid.
The program selects the
next available fact pair
from the student’s Fact
Grid for instruction.
Review Facts
A Review Facts
activity is presented
if the student’s
retention level
(accurate recall of
learned facts) falls
below 80%.
To repeat focused
instruction on alreadylearned facts that the
student is having
trouble remembering.
The program selects the
two or three facts the
student has had the most
trouble with (that is, student
has repeatedly made
slow or incorrect responses on the facts). These
facts are presented for
instruction exactly like in
a Study New Facts activity.
At the end of the activity
the student’s retention
level is evaluated again
to see if another Review
Facts activity is necessary.
To provide periodic rest
from learning new facts,
ensuring that the student
is not overwhelmed by
new information.
A Practice Facts activity
does not present any
new facts for instruction.
Instead, it focuses
practice on the most
recently learned facts.
Practice Facts Practice Facts
activities are presented
periodically. These
activities are usually
triggered when the
student masters a 7s
fact (for example 7+3).
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The goal of an instructional activity is for the student to be able to recall
new facts from memory on a consistent basis in less than 1.25 seconds.
(This response time is adjustable. See page 74 for more details.)
Students will receive instruction in one, two, or three (usually two) facts
per lesson. If a student logs in a second time after completing an instructional activity, no more instruction will be offered. However, the program
will allow the student to play additional practice games.
There is a four-step process through which the program helps the student
create a memory association for a fact. All of these steps are followed
in the Study New Facts and Review Facts activities. In the Practice Facts
activity only step 4 is presented.
Step 1: Fact Selection and Presentation:
The program selects a fact pair in the Fact Grid and presents each fact
to the student. During fact presentation, the student sees and hears the
facts, and is asked to say them out loud. (This step is part of Study New
Facts and Review Facts.)
Step 2: Fact Model screen:
The student has the option to see and hear an animated visual model that
represents the fact. (This step is part of Study New Facts and Review Facts.)
Step 3: Fact Typing screen:
The program asks the student to type each presented fact and provide
the answer from memory. (This step is part of Study New Facts and Review
Facts.)
Step 4: Fact Input screen:
The pair of facts is presented in the expanding recall model (see page 45
for more details) to solidify the memory relationship and help students
develop quick recall of the facts. (This step is part of Study New Facts,
Review Facts, and Practice Facts.)
See the following pages for details on each of these steps.
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Step 1: Fact Selection and Presentation
Once the Placement Assessment is completed, the Fact Grid will be the
first screen the student sees when he or she logs in for the day. The facts
the student will be working on during the lesson will be highlighted on
the grid as the narrator explains the assignment.
During a Study New Facts Activity, the program selects a fact pair from the
Fact Grid for instruction. If a given fact does not have a pair (e.g., 3+6 is a
Study Fact and needs instruction, but 6+3 is already a Fast Fact), the program
will look for the next available single fact or fact pair.
The selection of facts is based on the following conditions:
Addition: The lowest available addend; for example, all the 3+X and
X+3 facts will be presented before any 4s facts are presented.
Subtraction: The lowest available subtrahend (the second number in
the fact); for example, X-3 will be presented before X-4.
Multiplication: The lowest available multiplier; for example, 3xX and
Xx3 facts will be presented before any 4s facts are presented.
Division: The lowest available divisor (the second number in the fact);
for example, X÷3 will be presented before X÷4.
During a Review Facts session, the program chooses the two or three
facts most in need of review, based on a pattern of slow and incorrect
responses made by the student.
The student will receive
instruction on this Study
Fact pair.
Fact Grid showing the facts the student will be studying
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After selecting the new pair of facts for instruction in the Fact Grid
(or the facts most in need of review during a Review Facts Activity),
the program presents these facts in the next screen. The narrator reads
the facts aloud and asks the student to repeat them. This is the first step
in building a memory association between the problem and the answer.
The Fact Presentation screen is shown during Study New Facts and during
Review Facts activities.
Click to see an
animated visual
model of the fact.
Fact Presentation Screen for multiplication facts
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Step 2: Fact Model Screen
During a Study New Facts Activity or a Review Facts Activity, the student
can see an animated visual model of any fact presented by clicking See It
on the Fact Presentation screen.
The model will help the student understand what the fact represents numerically, and how it fits in with other facts that he or she is learning. While it
is optional for the student to view this animation, teachers might want to
encourage him or her to click See It.
Repeat Button
Fact Model Screen
The student can click the Repeat button to see the animated model again,
or click Go to return to the list of Study Facts.
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Step 3: Fact Typing Screen
During a Study New Facts Activity or a Review Facts Activity, the Fact
Typing screen is presented after the student has had a chance to get
familiar with the pair of facts for instruction. The student is asked to type
in each number sentence from memory. If the student makes a mistake,
or cannot remember the fact, the program will automatically present the
fact pair again to refresh the student’s memory.
Fact Typing Screen
Click to go to the
Fact Input screen
(when both facts
have been typed
correctly).
To type a fact:
1. Type a number in the first box.
2. Press the spacebar or Enter/Return key or the right arrow key on
the keyboard to move the cursor to the second box.
3. You can use the symbols +, -, x, or / to input the operand for the
problem.
4. When the fact is complete, press the spacebar or Enter/Return key
again after typing the last digit. If the fact is correct, it will move
to the top of the screen. If it is incorrect, the list of facts will be
presented again.
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Step 4: Fact Input Screen
After a student has successfully typed the pair of Study Facts from memory, the
program continues with practice focused on these new facts (Study Facts). During
this practice, the program uses a research-based method for delivering instruction,
known as Expanding Recall. This model intersperses new facts with facts the student
already knows, gradually increasing the time between exposures to the new facts,
until they become fluent. The goal of this part of the activity is to build the capacity
of the student to remember the answers to the new facts over a longer period of
time. The program limits the allowed response time to prevent the student from
employing non-automated strategies to provide the answer to the problem.
When completed, Study Facts become Focus Facts
Expanding Recall Model
Displays how many
problems there are
left to do in this set.
Fact Input Screen
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During a Practice Facts Activity, the Expanding Recall model is not used.
Instead, a Practice Facts session will create a problem set that focuses
practice on the most recently learned facts.
The program presents 70 problems for practice. A set may have 60 or
50 problems depending on program settings defined by the teacher.
(See page 76 for more details.)
During a Study New Facts activity, if the student was able to recall the
facts fluently, those facts will change from Study Facts to Focus Facts in
the Fact Grid. These facts will now be presented frequently for practice to
help the student speed up recall. If the student was not able to recall the
facts fluently, then the facts will not change to Focus Facts and will be
presented again for instruction in the next Study New Facts Activity.
Typing Responses
Once the student clicks Go to practice the facts, the program begins presenting facts, one by one, just like in a Fact Challenge. To input an answer, the
student will type the response and then press the spacebar on the keyboard.
The problem will disappear and the next problem will appear.
Unlike a Fact Challenge, the student now has only 1.25 seconds to respond
to each fact. This response time limit ensures that the student is recalling
the fact from memory and not using finger counting or some other strategy
to answer the problem. (This response time is adjustable. See page 74 for
more details.)
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Feedback During Instruction
Most instructional activities provide the student with immediate feedback
about right or wrong answers and out-of-time responses. The purpose of
this feedback is to continually reinforce the memory relationship between
the fact and the correct answer.
If the student types the wrong answer, the correct answer will be displayed
and the student will be asked to type the correct response again. If the
student does not respond to the fact within the 1.25-second response time
limit, the program presents an out-of-time icon, and the correct answer
is displayed. The student is asked to type the correct response again.
Feedback to student for an out-of-time response
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Activity Completion Screen
At the end of a problem set during a Study New Facts, Review Facts,
or Practice Facts activity the student sees the Activity Completion Screen
that shows how well he or she did.
The screen shows FASTT Points for Today, which indicate how well the
student performed in the preceding activity, and FASTT Points for Best,
which indicate the maximum score in any activity (except games). When
an arrow hits the target it indicates that the student’s Today FASTT Points
are greater or equal to his or her Best FASTT Points.
If the Activity Completion screen is for a Study New Facts Activity and
the student has new Focus Facts, those facts are displayed on the screen.
Activity Completion Screen
FASTT Points: FASTT Points are calculated based on the following factors:
how fast the student responded to the facts presented
how many correct responses the student gave
the difficulty level of the problems
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Scores Screen
On the Scores screen the student can get a summary of the fact status. This
section displays the number of Fast, Focus, and Study Facts in the assigned
operation. It also displays the student’s game scores (see page 54 for more
details on games).
Scores Screen
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Periodic Assessments
Fast Fact Challenges
In addition to instructional activities, the software provides occasional assessments that enable the student to demonstrate proficiency with his or her
math facts.
Activity
Type
Mastery
Assessment
When Is It
Presented?
After 60 minutes of
instructional lesson time
or after 6 complete
lessons when the
student has remaining
Study Facts.
After every 30 minutes
of instructional time
or after 3 complete
lessons when there are
no more Study Facts.
Challenge
Assessment
When all the facts
in a level are either
Fast or Focus Facts,
the program presents
a challenge on the
facts that are in the
next level.
Purpose
What Is Presented?
To determine if the stuFact assessment on
dent is able to respond
all Focus Facts
fluently (in 0.8 seconds
(up to 40 facts).
or less) to Focus Facts.
If so, they become Fast
Facts; if not, they remain
Focus Facts and will be
presented again in the
next Mastery Assessment.
To determine if the student is able to respond
fluently (in 0.8 seconds
or less) to facts in the
next level, although these
were non-fluent after the
Placement Assessment.
This accounts for facts
the student may have
learned outside the
software.
This challenge includes
a short Typing Assessment part and a Fact
Assessment part on all
the Study Facts in the
next level.
Another type of assessment, the Special Challenge Assessment is presented
when a student is moved from the 0–9 to the 0–12 number range in the
same operation. This assessment includes a Typing Assessment and a Fact
Assessment. The purpose is to evaluate fluency of newly assigned facts in
the 10s, 11s, and 12s.
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Independent Practice
During the second part of every lesson, the student plays a Practice Game. Practice
Games provide the student with a fun, motivating environment to increase the speed
at which he or she recalls learned facts. Practice Games are not available during
Activity
Type
Practice
Games
When Is It
Presented?
Practice Games are
presented during
each lesson, after the
student has completed
an instructional activity
or assessment.
Purpose
The purpose of Practice
Games is to provide the
student with a fun,
motivating environment
where he or she can
increase the speed at
which the student recalls
The student is required learned facts.
to play one Practice
Game during the
lesson. The student
may play additional
Practice Games before
logging out. A student
who finishes his or her
lesson(s) for the day
and who logs in later
the same day will also
have access to games,
but will not get a new
assignment until the
next day.
What Is Presented?
The program presents
a set of problems, 70 by
default, including Focus
and Fast Facts, with
emphasis on those facts
that were most recently
learned (Focus Facts).
Games are not
available during the
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Game Gallery Screen
In the Game Gallery the student will select a Practice Game. All nine games are
listed on this screen, along with the student’s current Best Score for each game
he or she played.
The Game Gallery is presented automatically after the student completes the
first part of the daily lesson—either an instructional activity or assessment. The
student is required to complete one game as part of the daily lesson. The student
may play additional games, if desired, after completing the required lesson(s).
At this point, clicking Go at the end of the lesson will enable the student to
access the Game Gallery.
A student who has completed the assigned operation (all facts are Fast Facts)
will be able to play games as long as his or her assigned operation remains the
same.
Click one of the
nine available games
to select the game.
Click Go to play
the selected game.
Game Gallery
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Playing a Game
The program presents a set of problems, 70 by default, with emphasis on
those facts that were most recently learned (Focus Facts) and also Fast Facts.
Through practice in the games, the student can improve the speed at which
he or she recalls Focus Facts from 1.25 seconds to 0.8 seconds or less, which
is the threshold for fluency. Practice Games include Fast Facts to help the
student get more fluent with those. A “speedometer” at the bottom of
the screen shows how fast the student answers each fact.
FASTT Math has nine Practice Games of two different types, as follows:
Game Type 1: Five objects move continuously from one end of the screen
to the other. Each object is linked to a math fact. The goal of the game is
to answer each fact as fast as possible to keep the objects from reaching
the other end of the screen. Correct responses are awarded points.
Game Type 2: Three facts are linked to one object moving from one end
of the screen to the other. The faster the student answers each fact the faster
the object moves. Correct responses are awarded points and bonus points.
“Speedometer”
Helicopter Hogs (Game Type 1)
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Pedal Power (Game Type 2)
Game
Mud Monkeys
Goal
Answer the facts as fast as possible to keep
the monkeys out of the mud.
Helicopter Hogs Answer the facts as fast as possible to keep
the pigs off the ground.
Rocketman
Answer the facts as fast as possible to give
the rocketman a boost.
Bubble Buster
Answer the facts as fast as possible to pop
the bubbles.
Electra-Ball
Answer the facts as fast as possible to
“charge” the balls before they get zapped.
Fast Cars
Answer the facts as fast as possible to win
the race.
Sea Horses
Answer the facts as fast as possible to keep
the sea horses off the ocean floor.
Light Speed
Answer the facts as fast as possible to speed
up the spacecraft and collect bonus points
as it passes through booster rings.
Pedal Power
Answer the facts as fast as possible to
make the biker go faster and collect bonus
points as she rides over the yellow line on
the road.
54
Game Type
Type 1
Type 1
Type 1
Type 1
Type 1
Type 1
Type 1
Type 2
Type 2
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Practice Game Completion Screen
At the end of the game the student sees the Practice Game Completion Screen
that shows how well he or she did.
The screen shows scores for Today, which indicates how well the student performed
in the preceding game, and Best, which indicates the maximum score in previous
games. When an arrow hits the target, it indicates that the student’s Today score
is greater or equal to the previous Best score.
Practice Game Completion Screen
Scores: Similarly to FASTT Points, Scores are calculated based on the following
factors:
how fast the student responded to the facts presented
how many correct responses the student gave
the difficulty level of the problems
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Customizing the Fact Tracker
As the student becomes more fluent with facts, he or she is rewarded
with the opportunity to customize the Fact Tracker device in the Style
Gallery.
If the facts that the student is working on become Focus or Fast Facts,
he or she can choose a new style. A new style will change the frame of
the device and the overall color scheme.
Style Gallery Screen
The Style Gallery presents all available designs for the Fact Tracker.
Available styles are shown as thumbnails. Unavailable styles are grayedout For example, the image below shows 12 styles that are available to
the student. The student can click on any available styles to preview
them before making a final selection.
The Style Gallery in all 0–9 operations includes 16 styles (4 styles for
each level). In all 0–12 operations there are 25 styles (5 styles for each
level). New styles are introduced with each operation.
When all facts in a level are either Focus or Fast Facts then all the
frames in that level are available. When all frames are available,
the lock at the bottom of that level is unlocked.
Spiders Frame
New Color Scheme
Style Gallery
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Completing the Operation
A student gets a “virtual” award for completing the assigned operation. When a
student is fluent with all facts in the operation and therefore has converted all facts
into Fast Facts (after the final Mastery Assessment), he or she will receive a
completion award.
Scholastic Achievement Manager (SAM) will inform the teacher
of each student who has completed an operation. The teacher
can then print an Operation Completed Certificate to celebrate
student achievement.
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Buttons
The following table shows the buttons that appear in the FASTT Math
student software.
Button
Functionality
Go On
Click to log in to FASTT Math after typing a username
and password.
This button is on the Login screen.
Quit
Click to quit the application before login.
This button is on the Login screen.
58
Go
Click to advance to the next screen, begin an activity,
or play a game.
Exit
Click to exit the program. This button pauses current
activity. A dialog window will inform students that if they
exit before finishing the lesson they may have to repeat
the lesson next time they log in.
Repeat
Click to reset the screen and hear the instructions again.
This button does not restart an activity, assessment, or game.
Sound
Click to toggle audio on/off.
Scores
Click to view game scores and summary of current
fact status.
See It
Click to see an animated visual model of a fact presented
in a Study New Facts Activity or a Review Facts Activity.
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Scholastic Achievement Manager
(SAM)
SAM Overview ........................................................................................................61
Installation ..............................................................................................................62
Signing In ................................................................................................................63
The Home Page ......................................................................................................64
Permissions and Passwords ....................................................................................65
Student Enrollment ................................................................................................66
Message Center ......................................................................................................68
FASTT Math Program Settings................................................................................72
FASTT Math Worksheets ........................................................................................77
FASTT Math Reports................................................................................................81
FASTT Math Award Certificates..............................................................................83
FASTT Math Resources ............................................................................................85
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SAM Overview
Scholastic Achievement Manager (SAM) is the learning management system
for all Scholastic software programs, including FASTT Math, READ 180®,
Scholastic Reading Inventory™, Scholastic Reading Counts!, and ReadAbout™.
SAM collects and organizes student performance data generated while using
FASTT Math. SAM allows teachers and administrators to understand and implement data-driven differentiated instruction by providing easy-to-use tools for:
Managing student rosters.
Enrolling students in FASTT Math and assigning them to operations.
Generating reports that capture student performance data at the student,
classroom, school, and district levels.
Generating customized practice worksheets for each student.
Providing updates on students’ program usage and performance.
SAM also supports teachers and administrators by:
Including demographic information and enhanced data aggregation capabilities
to generate reports that meet No Child Left Behind (NCLB) requirements.
Aligning instruction to standards.
Communicating student progress to parents, teachers, and administrators.
Facilitating the import/export of student roster and performance data.
Note:
For detailed information about the Scholastic Achievement Manager,
refer to the SAM Software Manual for FASTT Math.
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Installation
FASTT Math is designed to run on a system of networked computers, working
in conjunction with SAM. Some components of the SAM and FASTT Math
software will live on the network’s application server and some will live on a
workstation. FASTT Math can accommodate a variety of equipment setups
and classroom management scenarios.
SAM server component: The SAM server component provides centralized
storage for Scholastic programs, including FASTT Math, and is where the
Scholastic database resides.
SAM client software: SAM client is the software used by administrators
and teachers to manage districts, schools, classrooms, and students. It must
be installed on the teacher workstation. This computer (which can be one of
the student computers, if necessary) must be part of the school network,
ideally be connected to a printer (preferably color) that you can access easily,
and must have an Internet connection. When the SAM client is installed,
you will see its icon on the desktop.
FASTT Math server component: The FASTT Math server component stores
information for and communicates with the FASTT Math client software.
FASTT Math client software: This is the FASTT Math software that students
will use. It should be installed on each student workstation on which FASTT
Math will be used. When FASTT Math is installed on a student workstation,
you will see its icon on the desktop.
Check that SAM and FASTT Math have been installed on your district or school
servers, and have been configured for your school, teachers, classes, and students. If not, then you may need to contact your school’s Network and Systems
Administrator to complete the installation and setup procedures, depending on
your permissions settings.
Note:
For detailed information on installation procedures, refer to the FASTT Math
Installation and Troubleshooting Guide.
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Signing In
When the software is installed, you will see icons for both SAM and FASTT Math
on your teacher computer desktop (if you have installed FASTT Math on the
teacher computer) and the FASTT Math icon on each student workstation desktop.
To perform classroom management activities such as adding students; assigning
students to operations; changing student group or class information; using
worksheets; and running reports, launch SAM by double-clicking its icon.
This will open the SAM Sign In screen.
SAM Sign In Screen
Enter your Username and Password; verify the server name and click Sign In.
This will open your SAM Home Page.
Note:
To launch FASTT Math for student use, double-click the FASTT Math icon.
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The Home Page
The Home Page gives you access to any part of SAM with just a few clicks.
It has three main areas:
Quick Links — The Quick Links appear on the top right-hand side of every
SAM screen.
Main display — The Main display shows buttons for each section of SAM
and the Message Center.
SmartBar — The SmartBar is the core of SAM navigation. It appears as the
left-hand column on most SAM screens and is the quickest route to displaying
information about the schools and students that are using Scholastic programs.
Quick Links
Main Display
SmartBar
SAM Home Page
64
Permissions and Passwords
Permissions
SAM permissions control the information different users can view, add, edit, or
delete. There are five different types of user accounts in SAM: Teachers, School
Administrators, District Administrators, School Technical Administrators, and District
Technical Administrators. SAM has created a standard set of permissions, but these
can be customized to suit your own network installation and technical support needs.
You can view your permissions from any screen in SAM by clicking the My Profile
link at the upper right corner of the screen, and then clicking the Permissions tab.
If you have a Teacher account, using the standard SAM permissions, you will be able
to view and edit information on your students and classes, as well as your own profile.
If you have a School Administrator account, you will be able to view and edit
SAM information for teachers, as well as for grades and your school.
If you are a District Administrator, you will additionally be able to view and edit
information about your district.
Technical Coordinators have total access to view and edit all information on the
system.
Passwords
Like most computer software programs that contain sensitive information,
SAM uses a password system to secure data.
When your district or school Network and Systems Administrator installed SAM,
part of the procedure was to create accounts for SAM users. To log in to your
SAM accounts you will need to use your username and password; if you do not
know your username and password, contact your Network and Systems Administrator.
To ensure the security of your school’s data, it is recommended that each SAM user
changes his or her password when he or she begins to use SAM. It is also advisable
to change passwords regularly thereafter. Administrators may set new passwords for
any teachers who forget theirs.
Changing a Password:
1. Launch SAM.
2. From anywhere in SAM, click the My Profile button on the upper right corner
of the screen. The Edit Profile window will open.
3. Type your new password in the Password field.
4. Retype the new password in the Confirm Password field.
5. Click the Save button to save your new password and close the Edit Profile
window, or click Cancel to exit the window without saving changes.
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Student Enrollment
Once SAM and FASTT Math have been installed, you are ready to enroll your
students in the program and adjust the program settings for your particular
needs. If a student is not enrolled in FASTT Math, he or she cannot use the
program.
To check that your students are enrolled in FASTT Math:
1. On the SmartBar (gray navigation bar on the left), click My Classes to
open your Profile.
2. Look at the Usage Summary table to see the number of students that
are enrolled in FASTT Math.
Class Profile Screen
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If you need to enroll students in FASTT Math:
3. On the SmartBar, double-click the class name of the students you wish
to enroll.
4. In the table called Programs, click Settings in the FASTT Math row.
This will open the FASTT Math settings window.
5. Click the Enrollment tab to display a list of students in the selected class.
6. To enroll all students in a class, click the box in the column header.
To enroll specific students, check the boxes adjacent to an individual name.
7. Click Save to save your changes and enroll another class. Or, click Save
and Return to go back to the Roster screen. Click Cancel to return to the
Roster without making any enrollment changes.
8. To continue and enroll a different class in FASTT Math, double-click another
class name on the SmartBar. This will display the Enrollment tab for that
class; follow the same procedure.
Enrollment Screen
Note:
Students can also be enrolled at the district, school, grade and teacher levels
by making the appropriate selection on the SmartBar.
To enroll a student in FASTT Math, there must be available licenses. You can
check on licenses on your Profile page in the User Summary Table.
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Message Center
SAM automatically keeps you updated on your student’s program usage and progress
by sending you periodic messages. SAM retrieves information about student progress
that is saved in the program database when a student uses FASTT Math.
There are two types of messages for FASTT Math:
Alerts — Alerts indicate performance issues such as slow progress or inconsistent
usage. Some of these messages can automatically generate reports that will give
the teacher more information. (See pages 69–70 for details on reports.)
Notifications — Notifications celebrate student success, such as completing a
level in math fact fluency or completing an operation. These messages automatically
generate certificates that can be printed out for the student. Notifications also
provide you information about SAM system activity, such as file exports and
system backups (only for administrative access).
Click here to
generate a certificate.
Messages Screen
68
Click here to
generate a report.
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Alerts
Alert
When Does It Happen?
What to Do?
Low performance
during Placement
Assessment
This message is triggered if the
student was able to answer very
few facts fluently (correctly and
in 0.8 seconds or less) during the
Placement Assessment. This may
be an indication that the student
lacks basic understanding of
numbers and operations. It could
also be an indication that the
student was distracted during
the assessment.
The student could benefit from
extra instruction in number concepts
and computation strategies. The
Fact Fluency Foundations Guide
provides assessments and lessons
that can help you address specific
problems.
Slow progress
in fact fluency
student makes slow progress in
turning facts into Fast Facts.
Daily use of FASTT Math is
important to ensure a steady gain
in fact fluency. The student may also
benefit from additional practice
time within FASTT Math or practice
with customized worksheets.
Slow progress
with current
Study Facts
student spends five or more
lessons on the same pair of
Study Facts.
Observe FASTT Math use to ensure
the student is on track. Look for
current Study Facts trends and
consider providing additional practice
with customized worksheets and
additional intervention to ensure
success.
Low retention
of learned facts
The student’s retention level
(the percentage of the time the
student is able to fluently respond
to facts) is continuously tracked
by the software. This message is
triggered if that retention level is
below 80%.
FASTT Math automatically assigns
Review Activities to provide extra
practice with facts on which the
student is making many mistakes.
You may encourage more frequent
use.
Incomplete
lessons
student frequently quits FASTT
Math before completing a lesson.
Remind the student to complete
the activity and the game before
exiting FASTT Math.
Check with your school’s Network
and Systems Administrator to make
sure that technical problems are not
causing the software to crash.
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Alerts (continued)
Alert
What to Do?
Excessive time
on instruction
student spends more than 15
minutes on instructional time.
Encourage the student to work as
quickly as possible during activities.
Observe the student at the
computer. If the student experiences
frustration, consider adjusting the
program settings in SAM to reduce
the number of problems presented
in an activity. (See pages 72–76 for
more details.)
Infrequent
program use
student has not used FASTT Math
in 20 days or more.
Encourage frequent use of FASTT
Math. Talk with the student to
arrange a consistent usage schedule.
Automatic reset
of Placement
Assessment
student has not used FASTT Math
in 45 days or more.
FASTT Math automatically resets
the program and requires the
student to retake the Placement
Assessment.
Encourage frequent use of FASTT
Math. Talk with the student to
arrange a consistent usage schedule.
Student is not
assigned to an
operation
70
This message is triggered when the
student is enrolled in FASTT Math
but he or she is not assigned to an
operation.
In SAM, click the Settings link on
the Roster screen to assign the
student to an operation. (See pages
72–73 for more details.)
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Notifications
Notification
What to Do?
New math fact
fluency level
student has achieved a new level
in math fact fluency by turning all
facts in that level into Fast Facts.
Print a certificate for the student.
Operation
Completed
student has completed the
operation by turning all facts into
Fast Facts.
Print a certificate for the student.
Getting More Information about Messages
Click the Show me link next to the message to get more information about the message.
Depending on the message, the Show me link may do one of the following:
Alerts: Generate a performance related report for the student(s). The report will show
current performance or usage data about each student.
Notifications: Generate a certificate to celebrate student achievement in completing
a new math fact fluency level or completing the assigned operation.
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FASTT Math Program Settings
Before the student begins to use FASTT Math, you need to assign him or her to an
operation and fact range. You can do that by adjusting the program settings in SAM.
This section of SAM also allows you to facilitate program use by students with various
cognitive and physical challenges.
For example, you can:
Enroll or un-enroll students in the program.
Assign a student to an operation and fact range.
Assign one or two lessons per day.
Set problem format.
Set response time limit.
Set number of problems per activity.
Reset the Placement Assessment.
Enable accessibility supports for students with physical challenges.
Enable ELL support for Spanish students.
Program Settings — Settings Tab
To
1.
2.
3.
72
access program settings for FASTT Math:
Launch SAM and sign in.
Double-click a student name on the SmartBar. Ensure you are in the Roster section.
In the Programs table, click the Settings link in the FASTT Math row.
The FASTT Math settings screen will appear.
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Note:
To change the settings for a group or an entire class, double-click the group
or class name on the SmartBar. Any changes you make to the program settings
will apply to all students in the selected group or class.
Settings Tab
Assignment:
Before any student can use FASTT Math, he or she must be assigned to an operation
and fact range.
Operation:
In the Settings tab select an operation and fact range from the Operation drop-down
menu.
Since operation assignment is a choice the teacher will make, there is no default setting.
If the student is not assigned to an operation, the Operation drop-down menu is
blank and that student will not be able to log in to FASTT Math.
Changing Student Assignment:
You can change the student assignment to a different operation. To do this, select a
different operation and fact range from the Operation drop-down menu. Use caution
when modifying assignments:
If you change the student assignment from a 0–9 operation to the same operation
but 0–12 fact range, and the student has already finished the Placement Assessment,
he or she will need to take a shortened Typing and Fact Assessment (for facts in
the 10–12 range) next time he or she logs in to FASTT Math. If possible, it is best
to avoid switching ranges after the student has started using the software.
Allow the student time to finish one operation before starting the next one. A
dialog box will appear to warn you if you attempt to switch a student who has not
yet completed an operation.
Lessons per Day:
The program is set to One lesson per day (default setting), which is recommended if
the student can use the program between three and five times a week. If the student
cannot use the program at least three times a week, you may want to select Up to
two lessons per day in the Settings tab.
Problem Format:
You may select a horizontal, vertical, or mixed problem orientation to give the student
practice viewing problems in various formats. The default setting is horizontal orientation.
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Accessibility:
You may select high contrast display for a visually impaired student. There are
two available options: high contrast with dark background (blue) and high contrast
with light background (yellow). The default setting is Standard, which uses a variety
of color displays depending on the style selected by the student.
Language:
FASTT Math supports both English and Spanish. When Spanish is selected,
all narration and text display is in Spanish. The default setting is English.
Advanced Settings Tab
Program Settings — Advanced Settings Tab
Response Time Limit:
Response Time Limit is the amount of time allotted to provide the correct answer
to the fact. It is used as a measure in turning a Study Fact into a Focus Fact. FASTT
Math begins with a time limit of 1.25 seconds (default setting). You can adjust the
settings of the program to accommodate learner differences. The 1.25-second
monitored response time can be lengthened for a student with processing deficits
and who has trouble mastering facts. Use caution when modifying this setting
because extending the time limit may require the student to spend more time
practicing in order to be able to turn Focus Facts into Fast Facts (by answering
facts correctly in 0.8 seconds or less).
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Problems per Activity:
The number of problems presented during instruction can be decreased for a student
who needs more time to absorb new information, has trouble completing lessons on
time, or is struggling and becoming frustrated before finishing the lesson. The default
setting is 70 problems per activity. Use caution when modifying this setting. Although
decreasing the number of problems per activity will shorten the time the student
spends on the program daily, it will take more lessons to complete the operation.
Placement Assessment:
You can reset the Placement Assessment for a student to allow him or her to start
the program over again. When you select Reset Placement Assessment the student
will start with the assessment the next time he or she logs in to FASTT Math.
This is useful for a student who performed poorly during the first Placement Assessment
and needed to spend some time doing foundation work with the lessons and activities
in the Fact Fluency Foundations Guide. Once you feel the student is ready to use the
FASTT Math software, select Reset Placement Assessment and ask the student to start
using the program again. Resetting the Placement Assessment is also useful if the
student performed poorly during the first Placement Assessment because he or she
was distracted. Placement Assessment must be done when the student is logged out
of the program.
Use caution when modifying this setting. Resetting the Placement Assessment does
not delete a student’s performance data. However, some of the reports may not
include performance data prior to resetting the Placement Assessment.
Note:
Select Reset Placement Assessment only if the student must start the program
again. During normal usage of the program, there is usually no need to use
this setting.
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Setting
Operation
Page 76
Options
Addition 0–9
Addition 0–12
Subtraction 0–9
Subtraction 0–12
Multiplication 0–9
Multiplication 0–12
Division 0–9
Division 0–12
Reasons to Change
the Default Setting
The student completed the
assigned operation.
There is no default option for
this setting.
Lessons per Day
Problem Format
Accessibility
Language
Response Time
Limit
Problems per
Activity
One lesson per day (default)
Up to two lessons per day
Horizontal
Vertical
Mixed
English (default)
Spanish
ELL support for Spanish speakers.
Standard (1.25 seconds) (default) The student consistently has trouble
Extended (1.5 seconds)
mastering facts.
Maximum (1.75 seconds)
70 (Standard) (default)
60 (Shorter daily lessons. More
lessons to complete operation.)
lessons to complete operation.)
76
Give the student practice viewing
problems in various formats.
Standard (default)
To provide high contrast display for
High Contrast/Dark Background a visually impaired student.
High Contrast/Light Background
50 (Shortest daily lessons. Most
Placement
Assessment
The student cannot use the program
three or more times a week.
Reset Placement Assessment
The student needs more time to
absorb new information, has trouble
completing lessons on time, or is
struggling and becoming frustrated
before finishing the lesson.
The student performed poorly during
the first Placement Assessment
because he or she lacks basic number
sense and operation skills, or because
the student was distracted during
the assessment.
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FASTT Math Worksheets
SAM allows you to print custom worksheets for each student. These printed
customized worksheets draw on each student’s fact fluency, allowing the student
to apply the facts he or she is learning including multi-digit and multi-operation
computations. The worksheets are ideal for timed math drills. Practicing facts on
worksheets enables the student to transfer his or her growing fact knowledge
to another format.
To generate a worksheet for FASTT Math:
1.
2.
3.
4.
Launch SAM and sign in.
Double-click a student name on the SmartBar.
Ensure that you are in the Roster section.
In the Programs table, click the Worksheets link in the FASTT Math row.
The FASTT Math Worksheets screen will appear.
Worksheets Settings
Note:
You need to assign the student to an operation in order to generate a
worksheet for him or her.
To print worksheets for a group, an entire class, or all students assigned
to a teacher, double-click the group, class, or My Classes on the SmartBar.
Each student worksheet will be automatically customized according to each
student’s current fact fluency. Worksheets will be generated for all students
listed in the student list table.
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Customizing Worksheets
The FASTT Math Worksheets setting screen displays several options for customizing worksheets.
Operation
The program will generate a worksheet for the current operation the student is assigned to
(default setting). You may select a different operation or more than one operation at the
same time. Selecting more than one operation will generate a worksheet with mixed problems.
Worksheets with mixed operations will be generated from all selected operations up to
and including the most advanced operation the student has been assigned to in FASTT Math.
For example, a student who has completed addition and is currently assigned to multiplication can receive a worksheet with problems in addition, subtraction, and multiplication.
If the teacher selected division, no division problems will be generated for this student
because this student has not been assigned to division.
Problem Type
The program can generate worksheets with problems the student is learning in the program
(default setting). Problems will be generated from Fast Facts and Focus Facts. You may
also choose to generate problems with 2-digit or more facts with or without regrouping.
In these cases, the program will generate problems based on the student’s Fast Facts and
Focus Facts. Below are examples of different problem types that are included in worksheets.
Problem
Type
FASTT Math Facts:
30 horizontal
problems, 15
vertical problems,
or 15 mixed
problems
2-digit facts
(no regrouping):
15 vertical
problems
2-digit facts
(with regrouping):
15 vertical
problems
2-digit or more facts
(no regrouping):
15 vertical
problems
2-digit or more facts
(with regrouping):
15 vertical
problems
78
Addition
Horizontal
4 + 3=
Vertical
4
+3
Subtraction
Horizontal
12- 4=
Vertical
12
-4
Multiplication
Horizontal
6x4=
Division
Horizontal
14 ÷7=
Vertical
6
x4
Vertical
7 14 =
35
+ 24
43
- 22
42
x12
3 39 =
35
+ 26
43
- 22
45
x12
4 52 =
315
+ 24
443
- 22
412
x12
3 369 =
345
+ 156
413
- 122
465
x12
4 512 =
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Problem Orientation
The program can generate worksheets with problems in a horizontal (default setting),
vertical, or mixed orientation. When you select horizontal orientation the student
will get 30 problems on his or her worksheet. Worksheets with vertical or mixed
orientation contain 15 problems. If FASTT Math Facts is selected in Problem Type,
then all orientation options are available. If 2-digit facts, or 2-digit or more facts,
is selected in Problem Type, then the only orientation option applicable is vertical.
Printing Option
This option enables you to print the answer key for every worksheet generated by
the program. Each worksheet and answer key contains the name of the student.
Note:
Click the Print Preview (PDF) button to preview all worksheets and answer keys.
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Worksheet showing addition and subtraction problems in mixed orientation
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FASTT Math Reports
SAM allows you to generate a variety of reports, which provide you with information
on student, class, group, grade level, school, and district progress. Reports display
a variety of formats, including charts and usage graphs. SAM automatically saves
performance and usability information for each student in FASTT Math. Teachers can
create reports for individual students, groups, or an entire class; and administrators
can create additional reports for grade level, school, individual teachers, and district.
Each of the reports can be used for different purposes and for FASTT Math they
are organized into the following categories: Diagnostic, Progress Monitoring, and
Instructional Planning.
To generate a report for FASTT Math:
1. Launch SAM and sign in.
2. Click the Reports tab from any screen in SAM to show the Reports Index.
3. Double-click the name on the SmartBar to select the Student, Group, Class, Grade,
School, or District for which you would like to run a report. Selections depend on
whether you are a teacher or administrator.
4. Select the report you want to run by clicking the radio button to the left of the
report name in the main display of the Reports Index. Time period selections and
additional settings (if applicable) will appear to the right of the main display.
5. Click the Run Report button.
6. If you want to print a PDF file of the report select the Print Preview (PDF) link.
Select Student, Group,
Class, Teacher, Grade,
School, or District
Select a report
Select a time period
Select an operation
(additional settings)
Click to run the report
Reports Index for a Student
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If you select the Save a Copy (PDF) link while viewing a generated report, you can
save the report on the SAM server. You can access this report by clicking the View
Saved Reports link on the Reports Index screen.
If you select the Related Reports link while viewing a generated report, a window will
display a list of all related reports.
If you select the Using this Report link while viewing a generated report, a window
will display a narrative of the purpose and follow-up related to the report.
Note:
Reports can be printed only for students who are assigned to an operation
in FASTT Math.
See pages 90–105 for a complete Reports Guide.
List of Available Reports
Below is a list of FASTT Math reports. Administrators can generate all the reports that
teachers can generate, as well as additional reports at the school and district levels.
Report Name
Student Fact Fluency Status Report
Student Lesson Status Report
Student Response to Intervention Report
Progress Report
Intervention Grouping Report
Summary Progress Report
FASTT Math Implementation Report
82
Available
to Teachers
✔
✔
✔
✔
✔
Available
to Administrators
✔
✔
✔
✔
✔
✔
✔
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FASTT Math Award Certificates
SAM allows you to generate and print FASTT Math Award Certificates for a student,
multiple students, a teacher, a grade, or a school. You can print student certificates
that were generated automatically or print customized certificates.
Printing Award Certificates (automatic)
SAM will inform the teacher of each student who has completed a level in FASTT Math
or who has completed the operation. The teacher will see a notification in the Message
Center when he or she signs into SAM. The teacher can then click the Show me link
to generate and print a PDF file of the certificate to celebrate student achievement. If
the notification includes more than one student, the generated PDF will include a certificate for each student.
Printing Award Certificates (customized)
In SAM, you can generate and print a customized Award Certificate for a student,
multiple students, a teacher, a grade, or a school at any time. Selections depend on
whether you are a teacher or administrator. To print a customized Award Certificate:
1. Launch SAM and sign in.
2. Double-click a name on the SmartBar to select the Student, Group, Teacher,
Class, Grade, School, or District for which you would like to print a certificate.
Selections depend on whether you are a teacher or administrator. Ensure you
are in the Roster screen.
3. In the Programs table, click the Certificates link in the FASTT Math row.
The Certificate Manager screen will appear.
4. Select FASTT Math Award Certificate from the Program Certificate pull-down menu.
5. Select the appropriate box in the table to generate a number of certificates. The
table will contain a list of students, classes, teachers, or schools depending on your
SmartBar selection.
6. Enter a custom message that will appear on the Award Certificate.
7. Click the Print Preview (PDF) button to preview and print the Award Certificate.
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Select Student, Group,
Class, Grade, School,
or District
Select FASTT Math
Award Certificate
Enter a custom
message to display on
the Award Certificate
Select names
from the table
Certificate Manager Screen
Operation Completion Award Certificate
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FASTT Math Resources
You can find a variety of resources in SAM to support instruction of individual
students and your class as well as for your professional development needs.
Using Keyword Search
This allows you to search for resources using SAM Keywords, such as software manual.
Using Advanced Search
The Resource Finder has an advanced search that allows you to search for materials
by using more specific criteria. Click the Advanced tab to use this feature.
To use the search:
1. Use the pull-down menus to select the following:
Scholastic Program
Resource Type
2. Click Go to search using the selections you have made. The resource search results
screen will display. Click on the resource name links to view PDF files of resources.
FASTT Math Resources Screen
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Browsing for Resources
The Resource Finder also has a Browse feature that allows you to find resources
associated with FASTT Math. The Browse tab organizes resources into several
different categories as they relate to your classroom needs, as follows:
Resource Type
For whole- and SmallGroup Instruction
For individual students
Available Resources
Addition Mastery Award Certificate
Subtraction Mastery Award Certificate
Multiplication Mastery Award Certificate
Division Mastery Award Certificate
Parent Letter (English)
Parent Letter (Spanish)
For professional
development
Teacher’s Guide
SAM Software Manual for FASTT Math
Searching for State Standards
The Standards tab allows you to search directly for a specific standard as it relates
to FASTT Math. This tool helps to access state standards for specific grades.
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Reports Guide
Overview ..................................................................................................................89
Summary of Available Reports ..............................................................................90
Student Reports ..................................................................................................90
Class, Grade, and Teacher Reports ....................................................................91
School and District Reports ................................................................................91
Student Fact Fluency Status Report ......................................................................92
Student Lesson Status Report ................................................................................94
Student Response to Intervention Report ............................................................96
Progress Report ......................................................................................................98
Intervention Grouping Report ............................................................................100
Summary Progress Report ....................................................................................102
FASTT Math Implementation Report ..................................................................104
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Overview
Actively monitoring student progress and program usage is easy with the help of seven
different reports for FASTT Math. These reports help you assess a student’s strengths and
weaknesses and evaluate his or her progress in math fact fluency. Further, reports inform
instruction and facilitate your administrative and management tasks. They can indicate
the need for intervention with a struggling student and help you open communication
with students, parents, and caregivers.
See pages 81–82 for step-by-step instructions on how to generate, print, and save reports.
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Summary of Available Reports
The following pages present a summary of reports that can be generated in SAM,
including recommendations on when to use each report. You may print some reports
more frequently than others depending on individual student needs.
Student Reports
These reports can be printed by teachers and administrators for individual students.
90
Report Name & Description
When to Use It?
Student Fact Fluency
Status Report
This report shows an individual
student’s fluency with each fact
in the specific operation for the
selected date.
When to Use It
First time: After the student has
finished the Placement Assessment.
This will give you a baseline of Fast
and Study Facts for the student.
Ongoing: Weekly, and when
you receive a Low Performance
During Placement Assessment
message in the SAM Message
Center, and/or at the end of the
grading period.
This report shows individual
student daily lesson status during
the selected time period.
When to Use It
Monthly, and when you receive
any of the messages in the SAM
Message Center:
Slow Progress with Current
Study Facts
Infrequent Program Use
Incomplete Lessons
Excessive Time on Instruction
Student Response to
Intervention Report
This report shows individual
student fact fluency growth over
time.
When to Use It
Monthly, and when you receive
a Slow Progress in Fact Fluency
message in the SAM Message
Center.
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Class, Grade, and Teacher Reports
These reports can be printed by teachers and administrators for specific groups, classes,
and for all students that are assigned to a teacher.
When to Use It?
Progress Report
This report shows student
performance (such as Fast Facts
after Placement Assessment and
current Fast, Focus, and Study
Facts) and usage information for
each student listed.
When to Use It
Monthly, to monitor student
performance and usage of the
program.
This report groups students under
four FASTT Math performance
standards: Fluent, Near Fluent,
Developing, Underdeveloping.
When to Use It
Monthly, to target students whose
performance indicates that they
need additional instruction, practice,
or support in a particular operation.
School and District Reports
These reports can be printed by administrators for specific grades, schools, and a district.
When to Use It?
This report shows the number of
students enrolled in FASTT Math
and assigned to each operation.
When to Use It
Quarterly, to help you monitor
student fluency with math facts.
FASTT Math Implementation
Report
This report shows student fact
fluency growth during the
selected time period.
When to Use It
Yearly, to track frequency of use
and assess overall progress.
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Purpose: This report shows an individual student’s fluency with each fact in the
specific operation for the selected date.
Follow-up: Share with the student to encourage enthusiasm about progress in
fact fluency. If needed, reinforce fact fluency by providing additional practice on
Fast Facts and Focus Facts using flashcards and/or fact games.
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Who Can Print It: Teachers and administrators.
When to Use It
First time: After the student has finished the Placement Assessment. This will give
you a baseline of Fast and Study Facts for the student.
Ongoing: Weekly, and when you receive a Low Performance During Placement
Assessment message in the SAM Message Center, and/or at the end of a grading period.
The Fact Grid shows the student’s fluency status with all facts in the operation on the
Understanding the Data
selected time period.
Useful Tips:
At the end of the Placement Assessment 50% or more Fast Facts indicate that the
student has the conceptual foundation and understanding of the operation prior to
continuing with FASTT Math. About half of the facts in the operation are in the 0s,
1s, and 2s, which are usually easier for the student. A student with fewer than 50%
Fast Facts will be flagged on the report.
Look for Low Performance During Placement Assessment flags. A student who is
struggling with the facts may need additional intervention using the Fact Fluency
Foundations Guide prior to beginning FASTT Math instruction and practice.
This is a useful report to send home with the student. You may choose to also print
the Parent or Guardian letter which explains how the program works. (See pages
140–141 for more details.)
You may generate this report at the Group, Class, and Teacher levels and print a
multi-page PDF that includes the reports of all students included at the selected level.
Customizing the Report
There are two options for customizing the report: Time Period and Operation. To customize
the report make selections from the right-hand column of the main display.
Time Period:
The default is from the start of the operation to today, but you can choose to print a
report for the last week, or select a custom time period.
Operation:
The default is the student’s current operation, but you can also choose to view the
student’s fluency status for a previously assigned operation.
Related Reports:
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Purpose: This report shows individual student daily lesson status during the selected
time period. Use it to help you monitor progress, identify flagged lessons and patterns
in fluency development.
Follow-up: Look for flags that indicate a student is spending too much time on the
software or has incomplete lessons. Observe FASTT Math use to ensure the student is
on track. Look for current Study Facts trends and consider providing additional practice
with customized worksheets and additional intervention to ensure success.
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When to Use It
Monthly, and when you receive any of the following messages in the SAM Message Center:
Slow Progress with Current Study Facts
Incomplete Lessons
Infrequent Program Use
Excessive Time on Instruction
Login Time: This column shows the total time the student has used the program for
Type: This column indicates the type of activity the student completed for
Activity
each date. The most common type of activity should be Study New Facts.
the day.
Current Study Facts: This column lists the facts the student received instruction on
Number of Extra Games Played: This shows the number of extra practice games
during the lesson. The current study facts will often be a fact pair (e.g., 4x6 and 6x4).
the student played for the day. This number does not include the game required to
complete the daily lesson.
Daily Lesson Status: The lesson status is marked as Completed when the student
successfully finishes the instructional portion of the lesson and one practice game.
A student with Incomplete lesson status will be flagged.
Useful Tips:
Look for flags that indicate a student is spending too much time on the software
or logging out prior to completing his/her daily session. A student will be flagged
if the login time is greater than 15 minutes. Observe the student to see if he or
she is struggling and consider adjusting program settings if necessary. (See pages
72–76 for more details on program settings.)
Review current Study Facts trends and consider providing additional practice
with customized worksheets and additional intervention to ensure success.
There is one option for customizing the report: Time Period. To customize the report,
make a selection from the right-hand column of the main display.
Time Period:
The default is the last 30 days, but you can choose to print a report for this school year
or select a custom time period.
Related Reports:
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Student Response to Intervention
Report
Purpose: This report shows individual student fact fluency growth over time.
Use it monthly to help you monitor progress and response to instruction.
Follow-up: Look for steady growth over time in the total number of Fast Facts.
Slow progress may indicate infrequent use or the need for additional instruction or
practice of FASTT Math and/or additional practice with customized worksheets.
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When to Use It
Monthly, and when you receive a Slow Progress in Fact Fluency message in the SAM
Message Center.
This box displays the operation the student is currently working on as well as any
operations the student has already completed.
Lessons per Week: This column indicates the number of lessons the student completed
that
week.
Instructional Time per Week: This box displays the total FASTT Math instructional
time for the indicated week. Instructional time includes one instructional activity and
one practice game. A student will be flagged if he or she spent more than 15 minutes
on a lesson that week.
Number of Facts: The bars represent the student’s number of Fast and Focus Facts
at the end of each week.
Useful Tips:
Look for steady growth over time in the total number of Fast Facts. For students
that demonstrate slow progress, consider using additional instruction and/or
additional practice with customized worksheets.
Review frequency of use. Research shows that the student should use FASTT Math
consistently, 3 to 5 times a week in order to improve his or her fact fluency.
Look for flags that indicate a student is spending too long on the software.
Observe the student to see if he or she is struggling or distracted. Consider adjusting
program settings if necessary.
the report, make selections from the right-hand column of the main display.
Time Period:
The default is from the start of the operation to today, but you can choose to print a
report for the last 30 days, this school year, or select a custom time period.
Operation:
The default is the student’s current operation, but you can also choose to view the
student’s response to intervention for a previously assigned operation.
Related Reports:
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Progress Report
Purpose: This report shows student performance and usage information. Use it to help
you monitor student progress and to identify students who are not using the
program successfully.
Follow-up: Look for flags that indicate lower than expected performance in fact fluency,
fewer than 3 lessons per week, or greater than 15 minutes of average instructional
time. Observe students using FASTT Math and encourage daily program use and/or
additional practice with customized worksheets.
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When to Use It
Monthly, to monitor student performance and usage of the program.
Operation: This indicates each student’s assigned operation and fact range; a student
Assessment Fast Facts: This indicates each student’s number of Fast
Placement
Facts at the end of the Placement Assessment.
who has no assignment in the FASTT Math software is listed as Unassigned.
Performance: This section of the report shows the number of Fast Facts, Focus Facts,
Usage: This section shows the following information:
and Study Facts each student has at the start of the selected report period.
Average Instructional Time: The average time the student is working on the
instructional activity and one (required) practice game per lesson.
Average Login Time: The average time the student is using the program per
lesson. This time includes additional practice games.
Average Lessons per Week: This column indicates the average number of
lessons the student completed that week.
Last Login: This column indicates the date the student last logged in to the program.
Useful Tips:
Look for flags that indicate lower than expected performance in fact fluency. A
student will be flagged for lower than expected performance if he or she has fewer
than 50 Fast Facts. Refer to the Fact Fluency Foundations Guide for additional
intervention suggestions/plans.
Look for flags that indicate fewer than 3 lessons per week. Research shows that the
student should use FASTT Math consistently, 3 to 5 times a week in order to improve
his or her fact fluency.
Look for flags that indicate a student is spending too long on the software. Observe
the student to see if he or she is struggling or distracted. Consider adjusting the
program settings is necessary.
If a student’s name is flagged, you can get more information by printing out the
Student Lesson Status Report or the Student Response to Intervention Report for
that student.
There is one option for customizing the report: Time Period. To customize the report,
make a selection from the right-hand column of the main display.
Time Period:
Related Reports:
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Purpose: This report groups students under four FASTT Math performance standards.
Use it to target students whose performance indicates that they need additional
instruction, practice, or support in a particular operation.
Follow-up: Ensure students are placed in FASTT Math to build success and develop
fluency. Plan appropriate math instructional support and intervention for students that
are underperforming. Refer to the Fact Fluency Foundations Guide for additional
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When to Use It
Monthly, to target students whose performance indicates a need for additional instruction,
practice, or support in a particular operation.
Fluency Level: Indicates the fluency level of each student for the selected time
period. Students are grouped under four FASTT Math performance standards as follows:
Fluent: 97% or greater Fast Facts
Near Fluent: 80% or more Fast Facts and fewer than 97% Fast Facts
Developing: 50% or more Fast Facts and fewer than 80% Fast Facts
Underperforming: Fewer than 50% Fast Facts
The threshold for each grouping varies according to the operation and number range.
Useful Tips:
Plan appropriate math instructional support and intervention for students that are
underperforming. Refer to the Fact Fluency Foundations Guide for additional
Observe FASTT Math use to ensure the student is on track. Observe the student to
see if he or she is struggling or distracted. Consider adjusting program settings if
necessary.
Time Period:
Operation:
The default is All Operations, but you may choose to select Addition, Subtraction,
Multiplication, or Division.
Related Reports:
Progress Report
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Purpose: This report shows the number of students enrolled in FASTT Math and
assigned to each operation. Use it to help you monitor fluency with all math facts.
A student may be assigned to more than one aggregate operation.
Follow-up: Work with teachers to set targets for student performance and usage
to help ensure that students use FASTT Math frequently to meet those targets during
the school year. The goal is 100% of students fluent in math facts.
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Who Can Print It: Administrators.
When to Use It
Quarterly, to help you monitor student fluency with all math facts.
Assigned Students: This column indicates the number of all students who are
enrolled in FASTT Math and who are not assigned to an operation during the selected
time period. Students that are not enrolled in FASTT Math or who are not assigned to
an operation will not be represented in this report. A student may be assigned to more
than one aggregate operation during the selected period. There, he or she may be
represented more than once in the report.
Students: This column indicates the number of all students that have 97%
Fluent
or more Fast Facts.
Useful Tips:
Generate this report periodically to assess growth in the number of fluent students.
Look for the number of students that are fluent with the math facts in each operation
compared to the number of assigned students. A low number of fluent students may
indicate low performance or low usage. It may also indicate that students did not
use the program long enough and the report may not provide useful information.
If the report indicates student low performance, work with teachers to set targets
for student performance and usage to help ensure that students use FASTT Math
frequently to meet those targets during the school year.
You may share the report with school administrators and teachers to encourage
enthusiasm about progress in fact fluency and help them understand needs.
There are two options for customizing the report: Time Period and Grouping. To customize
Time Period:
Grouping:
Depending on your selection on the SmartBar the available options are as follows:
For a school report: grade (default) or teacher
For a grade report: class
For a district report: grade (default) or school
Related Reports:
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Purpose: This report shows student fact fluency growth during the selected time
period. Use it to track frequency of use and assess overall progress.
Follow-up: Work with teachers to set targets for student performance and usage to
help ensure that students use FASTT Math frequently to meet those targets during
the school year. The goal is 100% of students fluent in math facts.
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Who Can Print It: Administrators.
When to Use It
Yearly, to track frequency of use and assess overall progress.
This table indicates the number of students that used FASTT Math 3 or more times
per week and the number of students that used it fewer than 3 times per week during
the selected time period for that operation.
part of the bar graph provides progress information for all students that are using
This
the program 3 or more times per week. It indicates the average percent of facts that
were Fast Facts that students had at the end of the Placement Assessment and the
average percent of Fast Facts that students had at the end of the selected period.
part of the bar graph provides progress information for all students that are using
This
the program fewer than 3 times per week. It indicates the average percent of facts that
were Fast Facts that students had at the end of the Placement Assessment and the
average percent of Fast Facts that students had at the end of the selected period.
Useful Tips:
It is important to allow at least three months of program use before generating this
report to ensure that the information presented is useful.
This report can help you assess frequency of use and overall progress with the program.
In each part of the graph (3 or more times per week and fewer than 3 times per week),
look for increase in the number of Fast Facts between the Placement Assessment
and current. Lack of progress may indicate that students may need additional intervention using the Fact Fluency Foundations Guide or that the program has not been
used long enough, or that program settings are not optimal for some students.
Compare student progress between those that use the program frequently and
those that do not. Work with teachers to set targets for program usage.
You may share the report with school administrators and teachers to encourage
enthusiasm about progress in fact fluency and help them understand needs.
Time Period:
The default is the last 30 days, but you can choose to print a report for this school year or
select a custom time period.
Operation:
The default is All Operations, but you may choose to select Addition, Subtraction,
Multiplication, or Division.
Related Reports:
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Implementing FASTT Math
Who Should Use FASTT Math? ............................................................................109
Determining Who Needs FASTT Math ............................................................109
Addressing Prerequisite Skills: The Fact Fluency Foundations Guide ..........112
Introducing FASTT Math to Students ..................................................................113
FASTT Math Software Usage ................................................................................116
Placement Assessment......................................................................................116
Ongoing Instruction, Practice, and Re-assessment ........................................116
Recognizing Student Progress..............................................................................118
FASTT
M
require ath
so
10 min nly
utes
a day!
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Who Should Use FASTT Math?
FASTT Math is a straightforward program to implement in your district, school,
or classroom. Requiring about 10 minutes a day, the program can work in a
variety of settings—regular classroom, pull-out program, computer lab, after
school—wherever students who need it are found. The following pages describe
how you can implement FASTT Math to ensure positive results for your students.
Note:
Before students can use the FASTT Math software, their teachers must log in to the
Scholastic Achievement Manager (SAM) to complete several setup tasks. See
pages 62–76 for detailed instructions on how teachers should set up the software.
Determining Who Needs FASTT Math
You may already know some of the students who could benefit from FASTT
Math: students who demonstrate extremely poor computational performance
in math class or on standardized tests; students receiving remedial math
instruction; and special education students with identified learning disabilities
or attention deficits. In addition, students with less severe difficulties or those
who are slow with only some math facts may also benefit from FASTT Math.
For each operation, FASTT Math begins with a Placement Assessment that
identifies which facts are Fast and Study for each student. You can compare
the results of this assessment with your state or district’s grade level expectations to see which students are on track and which have fallen behind.
You can use the Intervention Grouping Report
to determine each student’s fluency level.
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The Placement Assessment will help you identify:
Students in need of foundation instruction in number value
and quantity.
Students who fail to accurately answer math fact problems involving
0, 1, or 2 are likely to have fundamental conceptual difficulties. For example,
answering 6x1 with speed and accuracy does not require automatic recall.
Rather, it requires comprehension of number quantities and relationships,
along with the basic principle of the operation. The Scholastic Achievement
Manager will alert you to students who falter on such facts by displaying
a message in the Message Center that reads: Low performance during
Placement Assessment; and it will suggest that they receive conceptual
remediation before entering the fluency-building software. The Fact Fluency
Foundations Guide addresses the needs of these learners, starting with
a more fine-grained one-on-one diagnostic assessment of their math
learning needs.
Students who need to improve both their speed and accuracy
with math facts.
Students who show accuracy with at least lower-level facts (0s, 1s, and 2s)
are demonstrating that they understand the conceptual underpinnings necessary to be able to use the fluency-building software and should proceed with
the program. FASTT Math will use the results of the Placement Assessment to
provide separate instructional paths for individual students.
Students who demonstrate speed and accuracy with all, or
almost all, math facts.
Students who respond quickly and accurately to the vast majority of the facts
presented could use FASTT Math to increase their speed with the particular
facts that they are not recalling quickly from memory. FASTT Math will
efficiently target only Study Facts for instruction.
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Students in need of
foundation instruction
in number value
and quantity
Fact Fluency
Foundations Guide
for students in need of
understanding numbers
and operations
Page 111
Placement
Assessment
Students who need
to improve both their
speed and accuracy
with math facts
Students who demonstrate speed and accuracy
with all, or almost all,
math facts
FASTT Math
software for
practice only,
if desired
FASTT Math
software
for instruction,
practice, and
assessment
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Addressing Prerequisite Skills:
The Fact Fluency Foundations Guide
The Fact Fluency Foundations Guide by Katherine Garnett, Ed.D.,
provides intervention material to help you assess and address the
needs of students who lack:
fact-linking strategies
facility with number counting
framework for number quantity
The Placement Assessment in the FASTT Math software will alert teachers to
which students need prerequisite work before they begin using FASTT Math to
develop automaticity of their math facts. For those students, teachers can use
the Math Fact Foundations Diagnostic Assessment to investigate students’ understandings. The results of this diagnostic interview will help teachers determine which of
three related interventions is appropriate—fact linking, counting, or quantity concepts.
The interventions in the Fact Fluency Foundations Guide are designed to be
used with individual students or with small groups. These 20- to 30-minute sessions
should be provided frequently (from 3–5 days per week). Older students whose
math foundations are significantly lacking will probably need a minimum of nine
sessions over a three-week period.
Students who need only the fact-linking intervention...
These students can start with the fact-linking intervention and then begin
using the FASTT Math software. Or, they can start the software and the factlinking intervention at the same time. Be guided by how much of a backup
network of fact linkages the student is starting out with: the more complete
the network, the better prepared the student will be to start using the software.
Students who need the counting intervention...
These students are likely to need the full set of intervention lessons. When their
counting skills become reliable and easy, proceed to the fact-linking intervention.
Once the students have firmly established a number of linkages, consider having
the student begin the FASTT Math software while continuing with fact linking.
Students who need the quantity concepts intervention...
These students are not yet ready for the FASTT Math software. They are likely
to need carefully crafted concept development, which may proceed slowly in order
to secure a firm conceptual footing.
All of the resources in the Fact Fluency Foundations Guide are available in PDF
format within the Scholastic Achievement Manager. Search for the Fact Fluency
Foundations Guide in the Resources tab of the Scholastic Achievement Manager
to access this resource.
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Introducing FASTT Math
to Students
Before your students begin using FASTT Math, it will be helpful to give them
a short introduction to the program. It will be important for students to know:
why they are using this program
how it will help them
when and where they will be expected to use the software
how to play the games
what to do if they have trouble
FASTT Math includes a short introductory movie that will help students understand how the program will work and what they’ll be expected to do on a
day-to-day basis. If possible, you might try hooking the program up to a projector
to watch the introductory movie with students before they log in to the software.
(See page 63 for instructions on how you can log in to the software under your
own name.)
In addition, the following description is one suggestion for introducing the
program to your students.
Discuss with students the idea that there can be many ways to find out the
answers to problems. Talk about some examples from your own classroom
(outside of math), as well as the examples below.
Sometimes you have to figure out answers to problems.
Example: How do you find your friend’s telephone number? You have
to figure it out by looking it up in the phone book, calling information,
or looking it up on the Internet.
Example: How do you put a jigsaw puzzle together? Do you know the
answer right away? You have to figure out how the pieces fit together.
Example: Write a long word on the chalkboard. How do you know what this
word is? You have to figure out what it is by sounding out the different parts.
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Sometimes you know things without having to figure them out
or think about them.
Example: What color is your shirt? How did you know that?
Did you have to figure out the answer?
Example: How old are you? or How many fingers am I holding up?
You thought of the answer without having to figure it out, you knew
it just like that! (Snap your fingers.)
Discuss how the ideas above apply to what students are learning in math.
What are some math problems that are difficult and need to
be figured out? Use math examples that are appropriate to
your students.
What are some ways to figure out answers to math problems?
Examples: Calculators, counting blocks, coins, counting on your fingers.
What are some math problems that aren’t difficult to figure out?
Examples: Use examples appropriate to your students, such as 1+1=2,
2x2=4, and so on. Ask students to call out the answers as fast as they
can. When they do, ask them how they know the answers.
Emphasize to students that they don’t always have to figure out the
answers to problems.
There are many times when we know the answers to problems
“in a snap.”
Example: If you call your friend a lot, pretty soon you won’t have to look
up his or her number anymore. You will know it “just like that (snap!).”
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In math, it’s important to know the answers to some problems
“in a snap.”
You knew the answer to 1+1 in a snap. Why is it good to be able
to answer the problem that fast? Why would it be helpful to
know more math problems that fast?
Examples: It takes a long time to figure out the answers to problems—
it’s faster if you just “know” them; it’s easier to make a mistake when
you have to figure out the answer; it might be embarrassing to count
on fingers in public; you might be able to finish homework and tests
more quickly; it would be easier to check your work.
FASTT Math will help you learn to answer some math problems without
having to “figure out” the answer. It will take a lot of practice, but by
the end of the program, students will know the answers to 100 problems
“in a snap” and that will make other work in math even easier.
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FASTT Math Software Usage
The success of FASTT Math requires clear and consistent implementation.
Students must have the appropriate conceptual foundation for building math fact
fluency and the program should be used at least 3 times a week, preferably daily.
The software lessons are individualized, independent, and approximately 10
minutes long. A typical lesson can take anywhere between 5 and 15 minutes
depending on a number of factors, including typing speed, rate at which facts
become fluent, and fluency level. (The concept and strategy development activities
in the Fact Fluency Foundations Guide will require direct teacher involvement,
some grouping, and 20 to 30 minute sessions.)
To ensure student success, you must allocate the necessary time for software
use and if necessary foundation-building activities. Below are some suggestions
for weaving the FASTT Math components into the instructional flow of the
school and extended day.
We recommend having all students complete the Placement Assessment on
the computer for the assigned operation (always start with either Addition
or Multiplication). The Placement Assessment, which takes no more than two
lessons to complete, will identify the specific needs of each student—who
needs to continue using the software, who needs more intensive intervention
using the Fact Fluency Foundations Guide, and who knows all of their math
facts. The Placement Assessment can be scheduled in a variety of ways.
Refer to the recommendations on the following page when planning your
Placement Assessment schedule.
Ongoing Instruction, Practice, and Re-assessment
Students need regular repetitions with manageable-sized chunks of new information
to develop automaticity. Students need focus and concentration as they construct
a memory connection with each math fact. Headphones can help to limit distractions.
Students can work independently on the software. Teachers can log into the
Scholastic Achievement Manager weekly to receive alert messages or to generate
performance and usage reports.
If you do not have access to a sufficient number of computers to support all
students with fact gaps, consider focusing first on those with the greatest number
of Study Facts. As computer access becomes available, schedule students with
fewer needs. Use the recommendations on the following page to develop a
daily schedule for FASTT Math implementation.
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Scheduling Recommendations
Computer
Lab Access
Schedule daily or weekly time slots for the whole class and use
at least 10 minutes of lab time for FASTT Math.
Plan for additional travel time to and from the computer lab and
additional time for computer setup.
Mobile
Laptop Cart
Schedule daily or weekly time slots to reserve the laptop cart for
Classroom
Computers
your classroom.
Schedule time in your instructional day to use the laptops for 10-15
minutes of FASTT Math.
Combine laptop lessons with other planned computer work or
independent classroom activities to make the most use of scheduling
the laptops.
If the cart can’t get to you, go to the cart. Teachers in difficult
locations for cart access may be able to schedule laptop use in the
cafeteria, media center, or empty classrooms.
Allocate 15 minutes to set up and put away the laptops.
Create a rotational schedule for students to access FASTT Math
during independent work time.
Combine classroom computer time with using the mobile laptop
cart or computer lab.
Begin math instruction with a 10-15 minute computation exercise for
the rest of the class while selected students use FASTT Math on
classroom computers or laptops.
FASTT Math does not have to be limited to your math block!
Any time that students are working independently, rotate them
onto the FASTT Math computer stations.
Pull-out or
Intervention
Time
The FASTT Math Placement Assessment can help identify students
for more general remedial math instruction. Include the 10minute lesson as part of scheduled pull-out time for these students.
Schedule a daily or weekly time slot for small groups of students
Library or
Media Center
or individuals to travel to the library, complete their FASTT Math
lesson, return books and check out new books independently.
Various
Locations
Middle &
High School
Alternatives
Include FASTT Math as part of any after-school academic programs
already offered in classrooms or the computer lab.
Schedule struggling middle and high school students to use
FASTT Math before or after school, during homeroom, as part of
pull-out intervention time, and/or in math class.
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Recognizing Student Progress
The FASTT Math student software has several built-in features to recognize
the progress that students make and reward their hard work.
As students gain fluency with new facts, the program adds more choices
for customizing the interface of their “Fact Tracker” device. Each time the
students master a pair of facts, they’ll have a chance to change the style of
their Fact Tracker.
The program divides the facts in the Fact Grid into levels. When a student
achieves a new level in the student software, the Scholastic Achievement
Manager will notify you. You can print out an award certificate for that level
celebrating student success.
When students learn new facts or play a game, they are rewarded with
points, displayed at the end of the activity or game. Each lesson represents
an opportunity to beat their own best score. Students earn recognition
when they answer all facts correctly in a lesson, and when they give all
“Fast” answers (fluent responses) during a lesson. All points are recorded
and saved on the program Scores screen.
Scores Screen
In addition to these external rewards, you’ll be amazed at how much value
students place in seeing their Fact Grid fill in with Fast Facts as they become
fluent with the operation. It’s the most tangible proof of the progress they
are making.
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There are several ways you can build even more excitement into the classroom
as students are using FASTT Math.
Print out students’ Fact Grids periodically and post them on a bulletin board
or keep them in students’ portfolios as a record of progress.
Establish a “Wall of Fame” for students with categories like “Most Facts
Learned” (for the student who has made the most progress).
Take a poll of students’ favorite “style” for each operation. Post the results
in a “Favorite Styles” bulletin board. Additionally, have students design and
name new styles they would like to see.
Offer students a reward when the class collectively learns a designated
number of new facts.
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Reproducibles
Blank Fact Grid (0–9) ............................................................................................122
Blank Fact Grid (0–12) ..........................................................................................123
Addition Facts (0–9) ..............................................................................................124
Addition Facts (0–12) ............................................................................................125
Subtraction Facts (0–9)..........................................................................................126
Subtraction Facts (0–12)........................................................................................127
Multiplication Facts (0–9)......................................................................................128
Multiplication Facts (0–12)....................................................................................129
Division Facts (0–9) ................................................................................................130
Division Facts (0–12) ..............................................................................................131
Addition Facts Answers (0–9) ..............................................................................132
Addition Facts Answers (0–12) ............................................................................133
Subtraction Facts Answers (0–9) ..........................................................................134
Subtraction Facts Answers (0–12) ........................................................................135
Multiplication Facts Answers (0–9) ......................................................................136
Multiplication Facts Answers (0–12) ....................................................................137
Division Facts Answers (0–9) ................................................................................138
Division Facts Answers (0–12) ..............................................................................139
Parent Letter (English) ..........................................................................................140
Parent Letter (Spanish) ........................................................................................141
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Copyright  2007, 2005 Scholastic Inc. All rights reserved. Permission granted to reproduce for classroom use.
Title:
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5-0
13-5
12-4
11-3
10-2
9-1
8-0
13-6 14-6
12-5
11-4
10-3
9-2
8-1
7-0
15-9 16-9 17-9
14-8 15-8 16-8
13-7 14-7 15-7
12-6
11-5
10-4
9-3
8-2
7-1
6-0
10-0
12-2
18-9 19-9
17-8 18-8
16-7 17-7
15-6 16-6
14-5 15-5
13-4 14-4
12-3 13-3
11-2
10-1 11-1
9-0
12-0
20-9 21-9
19-8 20-8
18-7 19-7
17-6 18-6
16-5 17-5
15-4 16-4
14-3 15-3
13-2 14-2
12-1 13-1
11-0
12-12 13-12 14-12 15-12 16-12 17-12 18-12 19-12 20-12 21-12 22-12 23-12 24-12
11-11 12-11 13-11 14-11 15-11 16-11 17-11 18-11 19-11 20-11 21-11 22-11 23-11
10-10 11-10 12-10 13-10 14-10 15-10 16-10 17-10 18-10 19-10 20-10 21-10 22-10
10-8
9-7
8-6
7-5
7-4
6-3
6-2
5-1
4-0
9:16 AM
6-4
5-3
5-2
4-1
3-0
7/13/07
4-2
3-1
2-1
1-1
2-0
1-0
0-0
Subtraction Facts (0–9)
Page 126
3-2
4-3
5-4
6-5
7-6
8-7
9-8
10-9 11-9
2-2
3-3
4-4
5-5
6-6
7-7
8-8
9-9
12-7
11-6
10-5
9-4
8-3
12-8 13-8
11-7
10-6
9-5
8-4
7-3
7-2
12-9 13-9 14-9
11-8
10-7
9-6
8-5
7-4
6-3
6-2
6-1
5-0
13-5
12-4
11-3
10-2
9-1
8-0
13-6 14-6
12-5
11-4
10-3
9-2
8-1
7-0
15-9 16-9 17-9
14-8 15-8 16-8
13-7 14-7 15-7
12-6
11-5
10-4
9-3
8-2
7-1
6-0
10-0
12-2
18-9 19-9
17-8 18-8
16-7 17-7
15-6 16-6
14-5 15-5
13-4 14-4
12-3 13-3
11-2
10-1 11-1
9-0
12-0
20-9 21-9
19-8 20-8
18-7 19-7
17-6 18-6
16-5 17-5
15-4 16-4
14-3 15-3
13-2 14-2
12-1 13-1
11-0
12-12 13-12 14-12 15-12 16-12 17-12 18-12 19-12 20-12 21-12 22-12 23-12 24-12
11-11 12-11 13-11 14-11 15-11 16-11 17-11 18-11 19-11 20-11 21-11 22-11 23-11
10-10 11-10 12-10 13-10 14-10 15-10 16-10 17-10 18-10 19-10 20-10 21-10 22-10
10-8
9-7
8-6
7-5
6-4
5-3
5-2
5-1
4-0
9:16 AM
4-2
4-1
3-0
7/13/07
3-1
2-1
1-1
2-0
1-0
0-0
Subtraction Facts (0–12)
Page 127
1x1
2x1
3x1
4x1
5x1
6x1
7x1
8x1
9x1
1x0
2x0
3x0
4x0
5x0
6x0
7x0
8x0
9x0
9x2
8x2
7x2
6x2
5x2
9x3
8x3
7x3
6x3
5x3
4x3
3x3
2x3
1x3
0x3
9x4
8x4
7x4
6x4
5x4
4x4
3x4
2x4
1x4
0x4
9x5
8x5
7x5
6x5
5x5
4x5
3x5
2x5
1x5
0x5
9x6
8x6
7x6
6x6
5x6
4x6
3x6
2x6
1x6
0x6
9x7
8x7
7x7
6x7
5x7
4x7
3x7
2x7
1x7
0x7
9x8
8x8
7x8
6x8
5x8
4x8
3x8
2x8
1x8
0x8
9x9 9x10 9x11 9x12
8x9 8x10 8x11 8x12
7x9 7x10 7x11 7x12
6x9 6x10 6x11 6x12
5x9 5x10 5x11 5x12
4x9 4x10 4x11 4x12
3x9 3x10 3x11 3x12
2x9 2x10 2x11 2x12
1x9 1x10 1x11 1x12
0x9 0x10 0x11 0x12
12x0 12x1 12x2 12x3 12x4 12x5 12x6 12x7 12x8 12x9 12x10 12x11 12x12
11x0 11x1 11x2 11x3 11x4 11x5 11x6 11x7 11x8 11x9 11x10 11x11 11x12
9:17 AM
4x2
3x2
2x2
1x2
0x2
7/13/07
10x0 10x1 10x2 10x3 10x4 10x5 10x6 10x7 10x8 10x9 10x10 10x11 10x12
0x1
0x0
Multiplication Facts (0–9)
Page 128
1x1
2x1
3x1
4x1
5x1
6x1
7x1
8x1
9x1
1x0
2x0
3x0
4x0
5x0
6x0
7x0
8x0
9x0
9x2
8x2
7x2
6x2
5x2
4x2
3x2
9x3
8x3
7x3
6x3
5x3
4x3
3x3
2x3
1x3
0x3
9x4
8x4
7x4
6x4
5x4
4x4
3x4
2x4
1x4
0x4
9x5
8x5
7x5
6x5
5x5
4x5
3x5
2x5
1x5
0x5
9x6
8x6
7x6
6x6
5x6
4x6
3x6
2x6
1x6
0x6
9x7
8x7
7x7
6x7
5x7
4x7
3x7
2x7
1x7
0x7
9x8
8x8
7x8
6x8
5x8
4x8
3x8
2x8
1x8
0x8
9x9 9x10 9x11 9x12
8x9 8x10 8x11 8x12
7x9 7x10 7x11 7x12
6x9 6x10 6x11 6x12
5x9 5x10 5x11 5x12
4x9 4x10 4x11 4x12
3x9 3x10 3x11 3x12
2x9 2x10 2x11 2x12
1x9 1x10 1x11 1x12
0x9 0x10 0x11 0x12
12x0 12x1 12x2 12x3 12x4 12x5 12x6 12x7 12x8 12x9 12x10 12x11 12x12
11x0 11x1 11x2 11x3 11x4 11x5 11x6 11x7 11x8 11x9 11x10 11x11 11x12
9:17 AM
2x2
1x2
0x2
7/13/07
10x0 10x1 10x2 10x3 10x4 10x5 10x6 10x7 10x8 10x9 10x10 10x11 10x12
0x1
0x0
Multiplication Facts (0–12)
Page 129
2÷2
3÷3
4÷4
5÷5
6÷6
7÷7
8÷8
9÷9
0÷2
0÷3
0÷4
0÷5
0÷6
0÷7
0÷8
0÷9
18÷9
16÷8
14÷7
12÷6
27÷9
24÷8
21÷7
18÷6
15÷5
12÷4
9÷3
6÷2
3÷1
36÷9
32÷8
28÷7
24÷6
20÷5
16÷4
12÷3
8÷2
4÷1
45÷9
40÷8
35÷7
30÷6
25÷5
20÷4
15÷3
10÷2
5÷1
54÷9
48÷8
42÷7
36÷6
30÷5
24÷4
18÷3
12÷2
6÷1
63÷9
56÷8
49÷7
42÷6
35÷5
28÷4
21÷3
14÷2
7÷1
72÷9
64÷8
56÷7
48÷6
40÷5
32÷4
24÷3
16÷2
8÷1
10÷1
81÷9 90÷9
72÷8 80÷8
63÷7 70÷7
54÷6 60÷6
45÷5 50÷5
36÷4 40÷4
27÷3 30÷3
18÷2 20÷2
9÷1
96÷8
84÷7
72÷6
60÷5
48÷4
36÷3
24÷2
12÷1
99÷9 108÷9
88÷8
77÷7
66÷6
55÷5
44÷4
33÷3
22÷2
11÷1
0÷12 12÷12 24÷12 36÷12 48÷12 60÷12 72÷12 84÷12 96÷12 108÷12 120÷12 132÷12 144÷12
0÷11 11÷11 22÷11 33÷11 44÷11 55÷11 66÷11 77÷11 88÷11 99÷11 110÷11 121÷11 132÷11
9:17 AM
10÷5
8÷4
6÷3
4÷2
2÷1
7/13/07
0÷10 10÷10 20÷10 30÷10 40÷10 50÷10 60÷10 70÷10 80÷10 90÷10 100÷10 110÷10 120÷10
1÷1
0÷1
Division Facts (0–9)
Page 130
2÷2
3÷3
4÷4
5÷5
6÷6
7÷7
8÷8
9÷9
0÷2
0÷3
0÷4
0÷5
0÷6
0÷7
0÷8
0÷9
18÷9
16÷8
14÷7
12÷6
10÷5
8÷4
27÷9
24÷8
21÷7
18÷6
15÷5
12÷4
9÷3
6÷2
3÷1
36÷9
32÷8
28÷7
24÷6
20÷5
16÷4
12÷3
8÷2
4÷1
45÷9
40÷8
35÷7
30÷6
25÷5
20÷4
15÷3
10÷2
5÷1
54÷9
48÷8
42÷7
36÷6
30÷5
24÷4
18÷3
12÷2
6÷1
63÷9
56÷8
49÷7
42÷6
35÷5
28÷4
21÷3
14÷2
7÷1
72÷9
64÷8
56÷7
48÷6
40÷5
32÷4
24÷3
16÷2
8÷1
10÷1
81÷9 90÷9
72÷8 80÷8
63÷7 70÷7
54÷6 60÷6
45÷5 50÷5
36÷4 40÷4
27÷3 30÷3
18÷2 20÷2
9÷1
96÷8
84÷7
72÷6
60÷5
48÷4
36÷3
24÷2
12÷1
99÷9 108÷9
88÷8
77÷7
66÷6
55÷5
44÷4
33÷3
22÷2
11÷1
0÷12 12÷12 24÷12 36÷12 48÷12 60÷12 72÷12 84÷12 96÷12 108÷12 120÷12 132÷12 144÷12
0÷11 11÷11 22÷11 33÷11 44÷11 55÷11 66÷11 77÷11 88÷11 99÷11 110÷11 121÷11 132÷11
9:17 AM
6÷3
4÷2
2÷1
7/13/07
0÷10 10÷10 20÷10 30÷10 40÷10 50÷10 60÷10 70÷10 80÷10 90÷10 100÷10 110÷10 120÷10
1÷1
0÷1
Division Facts (0–12)
Page 131
1+1=2
2+1=3
3+1=4
4+1=5
5+1=6
6+1=7
7+1=8
8+1=9
9+1=10
10+1
11+1
12+1
1+0=1
2+0=2
3+0=3
4+0=4
5+0=5
6+0=6
7+0=7
8+0=8
9+0=9
10+0
11+0
12+0
12+2
11+2
10+2
9+2=11
8+2=10
7+2=9
6+2=8
5+2=7
12+3
11+3
10+3
9+3=12
8+3=11
7+3=10
6+3=9
5+3=8
4+3=7
3+3=6
2+3=5
1+3=4
0+3=3
12+4
11+4
10+4
9+4=13
8+4=12
7+4=11
6+4=10
5+4=9
4+4=8
3+4=7
2+4=6
1+4=5
0+4=4
12+5
11+5
10+5
9+5=14
8+5=13
7+5=12
6+5=11
5+5=10
4+5=9
3+5=8
2+5=7
1+5=6
0+5=5
12+6
11+6
10+6
9+6=15
8+6=14
7+6=13
6+6=12
5+6=11
4+6=10
3+6=9
2+6=8
1+6=7
0+6=6
12+7
11+7
10+7
9+7=16
8+7=15
7+7=14
6+7=13
5+7=12
4+7=11
3+7=10
2+7=9
1+7=8
0+7=7
12+8
11+8
10+8
9+8=17
8+8=16
7+8=15
6+8=14
5+8=13
4+8=12
3+8=11
2+8=10
1+8=9
0+8=8
12+9
11+9
10+9
9+9=18
8+9=17
7+9=16
6+9=15
5+9=14
4+9=13
3+9=12
2+9=11
1+9=10
0+9=9
12+10
11+10
10+10
9+10
8+10
7+10
6+10
5+10
4+10
3+10
2+10
1+10
0+10
12+11
11+11
10+11
9+11
8+11
7+11
6+11
5+11
4+11
3+11
2+11
1+11
0+11
12+12
11+12
10+12
9+12
8+12
7+12
6+12
5+12
4+12
3+12
2+12
1+12
0+12
9:17 AM
4+2=6
3+2=5
2+2=4
1+2=3
0+2=2
7/13/07
0+1=1
0+0=0
Addition Answer Grid (0–9)
Page 132
1+1=2
2+1=3
3+1=4
4+1=5
5+1=6
6+1=7
7+1=8
8+1=9
9+1=10
10+1=11
11+1=12
12+1=13
1+0=1
2+0=2
3+0=3
4+0=4
5+0=5
6+0=6
7+0=7
8+0=8
9+0=9
10+0=10
11+0=11
12+0=12
12+2=14
11+2=13
10+2=12
9+2=11
8+2=10
7+2=9
6+2=8
5+2=7
4+2=6
12+3=15
11+3=14
10+3=13
9+3=12
8+3=11
7+3=10
6+3=9
5+3=8
4+3=7
3+3=6
2+3=5
1+3=4
0+3=3
12+4=16
11+4=15
10+4=14
9+4=13
8+4=12
7+4=11
6+4=10
5+4=9
4+4=8
3+4=7
2+4=6
1+4=5
0+4=4
12+5=17
11+5=16
10+5=15
9+5=14
8+5=13
7+5=12
6+5=11
5+5=10
4+5=9
3+5=8
2+5=7
1+5=6
0+5=5
12+6=18
11+6=17
10+6=16
9+6=15
8+6=14
7+6=13
6+6=12
5+6=11
4+6=10
3+6=9
2+6=8
1+6=7
0+6=6
12+7=19
11+7=18
10+7=17
9+7=16
8+7=15
7+7=14
6+7=13
5+7=12
4+7=11
3+7=10
2+7=9
1+7=8
0+7=7
12+8=20
11+8=19
10+8=18
9+8=17
8+8=16
7+8=15
6+8=14
5+8=13
4+8=12
3+8=11
2+8=10
1+8=9
0+8=8
12+9=21
11+9=20
10+9=19
9+9=18
8+9=17
7+9=16
6+9=15
5+9=14
4+9=13
3+9=12
2+9=11
1+9=10
0+9=9
12+10=22
11+10=21
10+10=20
9+10=19
8+10=18
7+10=17
6+10=16
5+10=15
4+10=14
3+10=13
2+10=12
1+10=11
0+10=10
9+12=21
8+12=20
7+12=19
6+12=18
5+12=17
4+12=16
3+12=15
2+12=14
1+12=13
0+12=12
12+11=23
11+11=22
12+12=24
11+12=23
10+11=21 10+12=22
9+11=20
8+11=19
7+11=18
6+11=17
5+11=16
4+11=15
3+11=14
2+11=13
1+11=12
0+11=11
9:17 AM
3+2=5
2+2=4
1+2=3
0+2=2
7/13/07
0+1=1
0+0=0
Addition Answer Grid (0–12)
Page 133
2-1=1
3-2=1
4-3=1
5-4=1
6-5=1
7-6=1
8-7=1
9-8=1
10-9=1
11-10
12-11
13-12
1-1=0
2-2=0
3-3=0
4-4=0
5-5=0
6-6=0
7-7=0
8-8=0
9-9=0
10-10
11-11
12-12
14-12
13-11
12-10
11-9=2
10-8=2
9-7=2
8-6=2
7-5=2
15-12
14-11
13-10
12-9=3
11-8=3
10-7=3
9-6=3
8-5=3
7-4=3
6-3=3
5-2=3
4-1=3
3-0=3
16-12
15-11
14-10
13-9=4
12-8=4
11-7=4
10-6=4
9-5=4
8-4=4
7-3=4
6-2=4
5-1=4
4-0=4
17-12
16-11
15-10
14-9=5
13-8=5
12-7=5
11-6=5
10-5=5
9-4=5
8-3=5
7-2=5
6-1=5
5-0=5
18-12
17-11
16-10
15-9=6
14-8=6
13-7=6
12-6=6
11-5=6
10-4=6
9-3=6
8-2=6
7-1=6
6-0=6
19-12
18-11
17-10
16-9=7
15-8=7
14-7=7
13-6=7
12-5=7
11-4=7
10-3=7
9-2=7
8-1=7
7-0=7
20-12
19-11
18-10
17-9=8
16-8=8
15-7=8
14-6=8
13-5=8
12-4=8
11-3=8
10-2=8
9-1=8
8-0=8
21-12
20-11
19-10
18-9=9
17-8=9
16-7=9
15-6=9
14-5=9
13-4=9
12-3=9
11-2=9
10-1=9
9-0=9
22-12
21-11
20-10
19-9
18-8
17-7
16-6
15-5
14-4
13-3
12-2
11-1
10-0
23-12
22-11
21-10
20-9
19-8
18-7
17-6
16-5
15-4
14-3
13-2
12-1
11-0
24-12
23-11
22-10
21-9
20-8
19-7
18-6
17-5
16-4
15-3
14-2
13-1
12-0
9:17 AM
6-4=2
5-3=2
4-2=2
3-1=2
2-0=2
7/13/07
1-0=1
0-0=0
Subtraction Answer Grid (0–9)
Page 134
2-1=1
3-2=1
4-3=1
5-4=1
6-5=1
7-6=1
8-7=1
9-8=1
10-9=1
11-10=1
12-11=1
13-12=1
1-1=0
2-2=0
3-3=0
4-4=0
5-5=0
6-6=0
7-7=0
8-8=0
9-9=0
10-10=0
11-11=0
12-12=0
14-12=2
13-11=2
12-10=2
11-9=2
10-8=2
9-7=2
8-6=2
7-5=2
6-4=2
15-12=3
14-11=3
13-10=3
12-9=3
11-8=3
10-7=3
9-6=3
8-5=3
7-4=3
6-3=3
5-2=3
4-1=3
3-0=3
16-12=4
15-11=4
14-10=4
13-9=4
12-8=4
11-7=4
10-6=4
9-5=4
8-4=4
7-3=4
6-2=4
5-1=4
4-0=4
17-12=5
16-11=5
15-10=5
14-9=5
13-8=5
12-7=5
11-6=5
10-5=5
9-4=5
8-3=5
7-2=5
6-1=5
5-0=5
18-12=6
17-11=6
16-10=6
15-9=6
14-8=6
13-7=6
12-6=6
11-5=6
10-4=6
9-3=6
8-2=6
7-1=6
6-0=6
19-12=7
18-11=7
17-10=7
16-9=7
15-8=7
14-7=7
13-6=7
12-5=7
11-4=7
10-3=7
9-2=7
8-1=7
7-0=7
20-12=8
19-11=8
18-10=8
17-9=8
16-8=8
15-7=8
14-6=8
13-5=8
12-4=8
11-3=8
10-2=8
9-1=8
8-0=8
21-12=9
20-11=9
19-10=9
18-9=9
17-8=9
16-7=9
15-6=9
14-5=9
13-4=9
12-3=9
11-2=9
10-1=9
9-0=9
22-12=10
21-11=10
20-10=10
19-9=10
18-8=10
17-7=10
16-6=10
15-5=10
14-4=10
13-3=10
12-2=10
11-1=10
10-0=10
23-12=11
22-11=11
21-10=11
20-9=11
19-8=11
18-7=11
17-6=11
16-5=11
15-4=11
14-3=11
13-2=11
12-1=11
11-0=11
24-12=12
23-11=12
22-10=12
21-9=12
20-8=12
19-7=12
18-6=12
17-5=12
16-4=12
15-3=12
14-2=12
13-1=12
12-0=12
9:17 AM
5-3=2
4-2=2
3-1=2
2-0=2
7/13/07
1-0=1
0-0=0
Subtraction Answer Grid (0–12)
Page 135
1x1=1
2x1=2
3x1=3
4x1=4
5x1=5
6x1=6
7x1=7
8x1=8
9x1=9
10x1
11x1
12x1
1x0=0
2x0=0
3x0=0
4x0=0
5x0=0
6x0=0
7x0=0
8x0=0
9x0=0
10x0
11x0
12x0
12x2
11x2
10x2
9x2=18
8x2=16
7x2=14
6x2=12
5x2=10
12x3
11x3
10x3
9x3=27
8x3=24
7x3=21
6x3=18
5x3=15
4x3=12
3x3=9
2x3=6
1x3=3
0x3=0
12x4
11x4
10x4
9x4=36
8x4=32
7x4=28
6x4=24
5x4=20
4x4=16
3x4=12
2x4=8
1x4=4
0x4=0
12x5
11x5
10x5
9x5=45
8x5=40
7x5=35
6x5=30
5x5=25
4x5=20
3x5=15
2x5=10
1x5=5
0x5=0
12x6
11x6
10x6
9x6=54
8x6=48
7x6=42
6x6=36
5x6=30
4x6=24
3x6=18
2x6=12
1x6=6
0x6=0
12x7
11x7
10x7
9x7=63
8x7=56
7x7=49
6x7=42
5x7=35
4x7=28
3x7=21
2x7=14
1x7=7
0x7=0
12x8
11x8
10x8
9x8=72
8x8=64
7x8=56
6x8=48
5x8=40
4x8=32
3x8=24
2x8=16
1x8=8
0x8=0
12x9
11x9
10x9
9x9=81
8x9=72
7x9=63
6x9=54
5x9=45
4x9=36
3x9=27
2x9=18
1x9=9
0x9=0
12x10
11x10
10x10
9x10
8x10
7x10
6x10
5x10
4x10
3x10
2x10
1x10
0x10
12x11
11x11
10x11
9x11
8x11
7x11
6x11
5x11
4x11
3x11
2x11
1x11
0x11
12x12
11x12
10x12
9x12
8x12
7x12
6x12
5x12
4x12
3x12
2x12
1x12
0x12
9:31 AM
4x2=8
3x2=6
2x2=4
1x2=2
0x2=0
7/13/07
0x1=0
0x0=0
Multiplication Answer Grid (0–9)
Page 136
1x1=1
2x1=2
3x1=3
4x1=4
5x1=5
6x1=6
7x1=7
8x1=8
9x1=9
10x1=10
11x1=11
12x1=12
1x0=0
2x0=0
3x0=0
4x0=0
5x0=0
6x0=0
7x0=0
8x0=0
9x0=0
10x0=0
11x0=0
12x0=0
12x2=24
11x2=22
10x2=20
9x2=18
8x2=16
7x2=14
6x2=12
5x2=10
4x2=8
12x3=36
11x3=33
10x3=30
9x3=27
8x3=24
7x3=21
6x3=18
5x3=15
4x3=12
3x3=9
2x3=6
1x3=3
0x3=0
12x4=48
11x4=44
10x4=40
9x4=36
8x4=32
7x4=28
6x4=24
5x4=20
4x4=16
3x4=12
2x4=8
1x4=4
0x4=0
12x5=60
11x5=55
10x5=50
9x5=45
8x5=40
7x5=35
6x5=30
5x5=25
4x5=20
3x5=15
2x5=10
1x5=5
0x5=0
12x6=72
11x6=66
10x6=60
9x6=54
8x6=48
7x6=42
6x6=36
5x6=30
4x6=24
3x6=18
2x6=12
1x6=6
0x6=0
12x7=84
11x7=77
10x7=70
9x7=63
8x7=56
7x7=49
6x7=42
5x7=35
4x7=28
3x7=21
2x7=14
1x7=7
0x7=0
12x8=96
11x8=88
10x8=80
9x8=72
8x8=64
7x8=56
6x8=48
5x8=40
4x8=32
3x8=24
2x8=16
1x8=8
0x8=0
9x10=90
8x10=80
7x10=70
6x10=60
5x10=50
4x10=40
3x10=30
2x10=20
1x10=10
0x10=0
9x11=99
8x11=88
7x11=77
6x11=66
5x11=55
4x11=44
3x11=33
2x11=22
1x11=11
0x11=0
9x12=108
8x12=96
7x12=84
6x12=72
5x12=60
4x12=48
3x12=36
2x12=24
1x12=12
0x12=0
12x9=108 12x10=120 12x11=132 12x12=144
11x9=99 11x10=110 11x11=121 11x12=132
10x9=90 10x10=100 10x11=110 10x12=120
9x9=81
8x9=72
7x9=63
6x9=54
5x9=45
4x9=36
3x9=27
2x9=18
1x9=9
0x9=0
9:31 AM
3x2=6
2x2=4
1x2=2
0x2=0
7/13/07
0x1=0
0x0=0
Multiplication Answer Grid (0–12)
Page 137
2÷2=1
3÷3=1
4÷4=1
5÷5=1
6÷6=1
7÷7=1
8÷8=1
9÷9=1
10÷10=1
11÷11=1
12÷12=1
0÷2=0
0÷3=0
0÷4=0
0÷5=0
0÷6=0
0÷7=0
0÷8=0
0÷9=0
0÷10=0
0÷11=0
0÷12=0
24÷12=2
22÷11=2
20÷10=2
18÷9=2
16÷8=2
14÷7=2
12÷6=2
36÷12=3
33÷11=3
30÷10=3
27÷9=3
24÷8=3
21÷7=3
18÷6=3
15÷5=3
12÷4=3
9÷3=3
6÷2=3
3÷1=3
48÷12=4
44÷11=4
40÷10=4
36÷9=4
32÷8=4
28÷7=4
24÷6=4
20÷5=4
16÷4=4
12÷3=4
8÷2=4
4÷1=4
60÷12=5
55÷11=5
50÷10=5
45÷9=5
40÷8=5
35÷7=5
30÷6=5
25÷5=5
20÷4=5
15÷3=5
10÷2=5
5÷1=5
72÷12=6
66÷11=6
60÷10=6
54÷9=6
48÷8=6
42÷7=6
36÷6=6
30÷5=6
24÷4=6
18÷3=6
12÷2=6
6÷1=6
84÷12=7
77÷11=7
70÷10=7
63÷9=7
56÷8=7
49÷7=7
42÷6=7
35÷5=7
28÷4=7
21÷3=7
14÷2=7
7÷1=7
96÷12=8
88÷11=8
80÷10=8
72÷9=8
64÷8=8
56÷7=8
48÷6=8
40÷5=8
32÷4=8
24÷3=8
16÷2=8
8÷1=8
90÷9=10
80÷8=10
70÷7=10
60÷6=10
50÷5=10
40÷4=10
30÷3=10
20÷2=10
10÷1=10
99÷9=11
88÷8=11
77÷7=11
66÷6=11
55÷5=11
44÷4=11
33÷3=11
22÷2=11
11÷1=11
108÷9=12
96÷8=12
84÷7=12
72÷6=12
60÷5=12
48÷4=12
36÷3=12
24÷2=12
12÷1=12
108÷12=9 120÷12=10 132÷12=11 144÷12=12
99÷11=9 110÷11=10 121÷11=11 132÷11=12
90÷10=9 100÷10=10 110÷10=11 120÷10=12
81÷9=9
72÷8=9
63÷7=9
54÷6=9
45÷5=9
36÷4=9
27÷3=9
18÷2=9
9÷1=9
9:32 AM
10÷5=2
8÷4=2
6÷3=2
4÷2=2
2÷1=2
7/13/07
1÷1=1
0÷1=0
Division Answer Grid (0–9)
Page 138
2÷2=1
3÷3=1
4÷4=1
5÷5=1
6÷6=1
7÷7=1
8÷8=1
9÷9=1
10÷10=1
11÷11=1
12÷12=1
0÷2=0
0÷3=0
0÷4=0
0÷5=0
0÷6=0
0÷7=0
0÷8=0
0÷9=0
0÷10=0
0÷11=0
0÷12=0
24÷12=2
22÷11=2
20÷10=2
18÷9=2
16÷8=2
14÷7=2
12÷6=2
10÷5=2
36÷12=3
33÷11=3
30÷10=3
27÷9=3
24÷8=3
21÷7=3
18÷6=3
15÷5=3
12÷4=3
9÷3=3
6÷2=3
3÷1=3
48÷12=4
44÷11=4
40÷10=4
36÷9=4
32÷8=4
28÷7=4
24÷6=4
20÷5=4
16÷4=4
12÷3=4
8÷2=4
4÷1=4
60÷12=5
55÷11=5
50÷10=5
45÷9=5
40÷8=5
35÷7=5
30÷6=5
25÷5=5
20÷4=5
15÷3=5
10÷2=5
5÷1=5
72÷12=6
66÷11=6
60÷10=6
54÷9=6
48÷8=6
42÷7=6
36÷6=6
30÷5=6
24÷4=6
18÷3=6
12÷2=6
6÷1=6
84÷12=7
77÷11=7
70÷10=7
63÷9=7
56÷8=7
49÷7=7
42÷6=7
35÷5=7
28÷4=7
21÷3=7
14÷2=7
7÷1=7
96÷12=8
88÷11=8
80÷10=8
72÷9=8
64÷8=8
56÷7=8
48÷6=8
40÷5=8
32÷4=8
24÷3=8
16÷2=8
8÷1=8
90÷9=10
80÷8=10
70÷7=10
60÷6=10
50÷5=10
40÷4=10
30÷3=10
20÷2=10
10÷1=10
99÷9=11
88÷8=11
77÷7=11
66÷6=11
55÷5=11
44÷4=11
33÷3=11
22÷2=11
11÷1=11
108÷9=12
96÷8=12
84÷7=12
72÷6=12
60÷5=12
48÷4=12
36÷3=12
24÷2=12
12÷1=12
108÷12=9 120÷12=10 132÷12=11 144÷12=12
99÷11=9 110÷11=10 121÷11=11 132÷11=12
90÷10=9 100÷10=10 110÷10=11 120÷10=12
81÷9=9
72÷8=9
63÷7=9
54÷6=9
45÷5=9
36÷4=9
27÷3=9
18÷2=9
9÷1=9
9:32 AM
8÷4=2
6÷3=2
4÷2=2
2÷1=2
7/13/07
1÷1=1
0÷1=0
Division Answer Grid (0–12)
Page 139
7/13/07
9:32 AM
Page 140
Dear Parent or Guardian,
As part of our math program, your child will be using a software program
called FASTT Math to practice basic math facts. The goal of the program is to
help students recall basic facts quickly and accurately. This will give your child
a solid foundation for more complex mathematical skills and concepts.
The program begins with an assessment that determines which facts are “Fast
Facts” (the ones to which your child can respond correctly in less than a second)
and which are “Study Facts” (ones he or she responds to slowly, or incorrectly).
Over time, the program will provide instruction and practice to help your child
systematically learn all the facts in the Fact Grid. It will provide students with
extra practice on small groups of facts (Focus Facts) to help students develop
the ability to recall those facts quickly from memory.
Below is an example of a Fact Grid for a sample student. Your child may bring
home a grid that looks similar to this one. If you choose to do extra practice at
home, your child would benefit most from practice with Fast Facts and Focus Facts.
Your child will be pleased to share with you the progress he or she has made.
Sincerely,
140
7/13/07
9:32 AM
Page 141
Estimados padres o representantes,
Como parte del programa de matemáticas, su hijo estará utilizando un programa
de aplicación llamado FASTT Math que le permitirá practicar operaciones básicas
de matemáticas. El objetivo del programa es ayudar a los estudiantes a memorizar
operaciones básicas de una manera rápida y precisa. Esto le dará a su hijo una
base sólida para habilidades y conceptos matemáticos más complejos.
El programa comienza con una prueba que determina cuales operaciones son
“Operaciones Rápidas” (que corresponde a las operaciones que el estudiante puede
responder en menos de un segundo) y cuales operaciones son “Operaciones de
Estudio” (que corresponde a los que el estudiante responde lenta o incorrectamente).
El programa proveerá de instruciones y prácticas que ayudarán a su niño a aprender
sistemáticamente todas los operaciones en una Tabla de Operaciones. El programa
ofrecerá a los estudiantes prácticas adicionales en pequeños grupos de operaciones
(Operaciones de Enfoque) para ayudarlos a desarrollar la habilidad de memorizar
esas operaciones rápidamente.
A continuación se presenta un ejemplo de la Tabla de Operaciones de un estudiante.
Su niño puede llevar a casa una tabla similar a esta. Si usted elije hacer prácticas
adicionales en casa, su niño se beneficiará mayormente de la práctica de Las
Operaciones Rápidas y de Las Operaciones Enfoque.
Su niño estará encantado de compartir con usted el progreso que realice.
Sinceramente,
141
142 Tech Support:Layout 1
7/12/07
10:45 AM
Page 142
Technical Support
Toll free: 800-283-5974 (U.S. & Canada only)
Hours: Monday through Friday, 7 a.m. to 8 p.m. EST
Web: www.fasttmath.com
Email: [email protected]
When you call, please have the following information available:
Software title and version number. These can be found on the CD-ROM
and in the software’s About box.
Your computer’s operating system (e.g., Mac OS 10.2 or Windows 2000)
Your computer’s memory (e.g., 64 megabytes of RAM)
Your computer’s speed (e.g., 800 MHz or 1.2 GHz)
If possible, please have the software running on a computer close to the
telephone when you call.
142
142
143-148 Index:Layout 1
7/12/07
5:17 PM
Page 143
Index
adaptive instruction 39–49
assessments 31–35, 50
assigned students 63, 72–73
assignment (see program assignments)
award certificates 83
customizing the fact tracker 56
demographics 61
development of fluency 16–19
drill and practice software 7
exit button 58
expanding recall 4, 45
Fact Fluency Foundations Guide 13, 15, 112
fact grid, levels in 36
fact grid, student 36–37
fact grid reproducibles
addition answers 132–133
addition facts 124–125
blank 122–123
division answers 138–139
division facts 130–131
multiplication answers 136–137
multiplication facts 128–129
subtraction answers 134–135
subtraction facts 126–127
fact levels 36
fact models 43
FASTT Math login errors 29
FASTT Math student software
activity completion screens 33, 35, 48
adaptive instruction 39
buttons 58
changing fact states 38
completing the operation 57
expanding recall 45
fact grid 36
fact models 43
fast fact challenge 33, 50
FASTT Math login screen 28
feedback during instruction 47
game gallery screen 52
instructional sessions 39
introductory movie 30
periodic assessments 50
placement assessment 31–35
practice facts activity 39
practice games 54
practice games completion screen 55
program activity types 26–27
program buttons 58
repeat button 58
reset placement assessment 74
review facts activity 39
scores screen 49
study new facts activity 39
style gallery 56
typing answers 44, 46
typing latency 31
using the software 27
go button 58
go on button 58
implementation report 104–105
implementing FASTT Math 109–118
intervention grouping report 100–101
introducing FASTT Math to students 113–115
low performance messages 69–70
low usage messages 70
new level messages 71
parent letter (English) 140
parent letter (Spanish) 141
placement assessment 3–4, 31–35, 116
practice games 51–55
prerequisite skills 112
program assignments
administrator access 65
assigning students 72–73
changing assignments 73
program settings 72
progress report 98–99
quit button 58
repeat button 58
reports
customizing 81
generating 81
print preview 81
saving 82
reports guide 87–105
reproducibles 121–141
research & validation 11–19
research, summary of 11–12
reset placement assessment 74–75
retention level 69
143
143-148 Index:Layout 1
7/12/07
5:17 PM
Page 144
Scholastic Achievement Manager (SAM)
alerts and notifications 68–71
FASTT Math award certificates 83
FASTT Math program settings 72
FASTT Math reports 81
FASTT Math resources 85
FASTT Math worksheets 77
home page 64
installation 62
messages 68–71
overview 61
permissions and passwords 65
signing in 63
student enrollment 66
scores button 58
see it button 58
settings for FASTT Math 72–76
sound button 58
student demographics 61
student fact fluency status report 92–93
student lesson status report 94–95
student passwords 65
student response to intervention report 96–97
summary progress report 102–103
technical support 142
validation of FASTT Math 11–22
worksheets 77–80
144

Fastt Math Teacher`s Guide

Transcription

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