Math fluency is a student's ability to calculate basic math facts correctly per minute (fcpm). Educators agree math fluency is fundamental skill required of higher order mathematical procedures. Ideally, students should be able to recall basic math facts within a three second time frame or less in 4th grade to become proficient (Howell & Nolet, 2000; Mercer & Miller, 1992; Miller & Heward, 1992.)
During the school year, your student will be assessed on their math fluency progress. Achieving a level 3 or 4 average during the trimester indicates your student is proficient. Each of the four basic math operations will be assessed and evaluated utilizing the following chart.
That is, a student will be tested using various formats to progress in addition, subtraction, multiplication, and division. The end of year goal will be a mixed assessment of the four operations in 1-minute to determine numeracy proficiency.
The Common Core authors wanted to avoid a repeat of the 1990s math wars, and that meant compromise. Math reformers were satisfied by the standards’ recommendation that procedures (computation), conceptual understanding, and problem solving receive “equal emphasis.” Traditionalists were satisfied with the Common Core requirement that students had to master basic math facts for addition and multiplication and the standard algorithms (step-by-step computational procedures) for all four operations—addition, subtraction, multiplication, and division.
"Cognitive psychologists have long pointed out the value of automaticity with number facts—the ability to retrieve facts immediately from long-term memory without even thinking about them. Working memory is limited; long-term memory is vast. In that way, math facts are to math as phonics is to reading. If these facts are learned and stored in long-term memory, they can be retrieved effortlessly when the student is tackling more-complex cognitive tasks."
Reference Cited: California's New Math Framework Doesn't Add Up
Loveless et al.