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Fact Sprint Checkouts

A diagnostic fluency system designed to benchmark and verify student automaticity, mental strategies, and relational thinking across foundational math facts.

Jjbrower

Fact Sprint Assessment

System Verification Set 01 • Operations to 20

Fact Sprint Assessment

Benchmark Check-Out

Code: SV-01-BAS

Student Name

Date

Class / Group

Target Time / Mode

2.5 Min Sprint or Untimed

A

Phase A: Addition Automaticity

(25 Facts • Target: Instant Recall)

Score: _____ / 25

7 + 3 =

5 + 5 =

8 + 2 =

9 + 1 =

4 + 6 =

6 + 6 =

7 + 7 =

8 + 8 =

6 + 7 =

8 + 9 =

9 + 4 =

8 + 5 =

7 + 5 =

9 + 6 =

8 + 6 =

9 + 5 =

7 + 8 =

4 + 8 =

9 + 7 =

9 + 8 =

6 + 9 =

7 + 9 =

8 + 7 =

5 + 8 =

9 + 9 =

B

Phase B: Subtraction Automaticity

(25 Facts • Target: Instant Recall)

Score: _____ / 25

10 - 4 =

10 - 7 =

12 - 6 =

14 - 7 =

16 - 8 =

11 - 3 =

11 - 8 =

12 - 5 =

12 - 8 =

13 - 4 =

13 - 7 =

13 - 9 =

14 - 6 =

14 - 8 =

15 - 6 =

15 - 8 =

15 - 9 =

16 - 7 =

16 - 9 =

17 - 8 =

17 - 9 =

18 - 9 =

13 - 6 =

14 - 9 =

15 - 7 =

Total Time Taken

______ min ______ sec

Fact Automaticity Rating

Instant Quick Think Counted

Combined Part 1 Score

_____ / 50 Facts

Diagnostic Verification Set 01 • Part II

Strategy & Relational Thinking

Instructor Verification

Section C & D

C

Phase C: Relational & Equivalence Check

(Find the unknown value to make equations true)

Score: _____ / 12

7 + = 15

- 6 = 8

14 - = 9

9 + 8 = 10 +

6 + 6 + 1 =

16 - 7 = + 4

Fact Triad: [ 8 • 9 • 17 ] Write 4 linked equations

Fact Triad: [ 6 • 7 • 13 ] Write 4 linked equations

Strategy Verification Prompt Making 10 / Near Doubles

Show or explain how to solve 8 + 7 mentally without counting by ones on fingers:

D

Phase D: System Verification Scorecard

Official Evaluator Record

Phase A (Add)

___ / 25

Phase B (Sub)

___ / 25

Phase C (Thinking)

___ / 12

Total Accuracy

___ / 62

Mastery Tier

Benchmark Criteria

Observable Indicators

Verification Action

Level 4: Mastered

≥ 58/62 (≥ 94%) & < 2.5 min

Instant automatic recall

Advance to Set 2 (Mult/Div)

Level 3: Fluent

50-57/62 (80-93%)

Accurate with mental decomposition

Targeted speed sprints

Level 2: Developing

40-49/62 (65-79%)

Finger counting, hesitation on sub

Target Doubles & Make-10

Level 1: Emergent

< 40/62 (< 65%)

Gaps in foundational triads

Structured intervention lab

Target Skill Priority for Set 1 Re-check:

Make 10 Facts Doubles / Near Run-Through 10 Fact Triads

Verification Signoff:

Evaluator Initials

Next Re-Check Date

Fact Sprint Answer Key

Answer Key & Guide Set 01 • Master Key

Fact Sprint Answer Key

Teacher Scoring Copy

Code: SV-01-KEY

Sprint Goal < 3 seconds per fact

Automaticity Target 47+ of 50 correct

Mastery Passing Bar Level 3 or 4 required

A

Phase A: Addition Keys

(25 Facts • 1 pt each)

Max: 25 Pts

7 + 3 = 10

5 + 5 = 10

8 + 2 = 10

9 + 1 = 10

4 + 6 = 10

6 + 6 = 12

7 + 7 = 14

8 + 8 = 16

6 + 7 = 13

8 + 9 = 17

9 + 4 = 13

8 + 5 = 13

7 + 5 = 12

9 + 6 = 15

8 + 6 = 14

9 + 5 = 14

7 + 8 = 15

4 + 8 = 12

9 + 7 = 16

9 + 8 = 17

6 + 9 = 15

7 + 9 = 16

8 + 7 = 15

5 + 8 = 13

9 + 9 = 18

B

Phase B: Subtraction Keys

(25 Facts • 1 pt each)

Max: 25 Pts

10 - 4 = 6

10 - 7 = 3

12 - 6 = 6

14 - 7 = 7

16 - 8 = 8

11 - 3 = 8

11 - 8 = 3

12 - 5 = 7

12 - 8 = 4

13 - 4 = 9

13 - 7 = 6

13 - 9 = 4

14 - 6 = 8

14 - 8 = 6

15 - 6 = 9

15 - 8 = 7

15 - 9 = 6

16 - 7 = 9

16 - 9 = 7

17 - 8 = 9

17 - 9 = 8

18 - 9 = 9

13 - 6 = 7

14 - 9 = 5

15 - 7 = 8

Diagnostic Strategy Patterns to Watch

Think-Addition for Subtraction: Students who struggle with \(14 - 8\) or \(13 - 9\) often lack automaticity in the corresponding addition doubles and near-doubles (\(8 + 6 = 14\)). Re-teach fact triads before re-testing.

Part 1 Max Score

50 / 50 Facts

Diagnostic Criteria Set 01 • Part II Solutions

Strategy Key & Misconceptions

Prescriptive Guide

Section C & D Key

C

Phase C Solutions & Models

(Relational Thinking • 12 pts)

Max: 12 Pts

7 + 8 = 15 Missing Addend

14 - 6 = 8 Missing Total

14 - 5 = 9 Subtrahend

9 + 8 = 10 + 7 Equivalence (17)

6 + 6 + 1 = 13 Near Double

16 - 7 = 5 + 4 Equivalence (9)

Fact Triad: [ 8 • 9 • 17 ] Any order acceptable

8 + 9 = 17

9 + 8 = 17

17 - 8 = 9

17 - 9 = 8

Fact Triad: [ 6 • 7 • 13 ] Any order acceptable

6 + 7 = 13

7 + 6 = 13

13 - 6 = 7

13 - 7 = 6

Prompt: Mental strategy for \(8 + 7\) (Award 2 pts) Accept Any Recognized Mental Path

Strategy 1: Make Ten

8 + 2 = 10, then 10 + 5 = 15 (decomposed 7 into 2 and 5).

Strategy 2: Near Doubles (+1)

7 + 7 = 14, then 14 + 1 = 15 (or 8 + 8 = 16 minus 1 = 15).

Zero Pts: Counting by Ones

"I counted 9, 10, 11, 12, 13, 14, 15 on my fingers" (no mental strategy).

D

Error Diagnostic & Intervention Matrix

Prescriptive Action Guide

Identified Error Pattern

Root Conceptual Misconception

Targeted Instructional Intervention

Counts On / Counts Back

Treats addition/subtraction as counting instead of part-whole grouping.

Use 10-frames & Rekenreks to build instant visual subitizing of 5s and 10s.

Struggles with Bridging 10

Cannot flexibly decompose addends (\(9 + 6\) viewed as single counting unit).

Daily 3-minute "Make 10" decomposition sprints (\(9 + 1 + 5\)).

Severe Subtraction Lag

Views subtraction in isolation; lacks connection to inverse addition.

Teach "Think-Addition": \(15 - 8 = \text{?}\) \(\rightarrow\) "What plus \(8\) makes \(15\)?"

Equivalence Sign Confusion

Interprets "=" as "the answer comes next" rather than "equal balance".

Pan balance balance activities and true/false equation sorts (\(7 + 3 = 5 + 5\)).

Retest Protocol

Re-administer Set 1 (Form B) after 5 targeted instruction cycles.

Speed Flexibility

For IEP / 504 plans, evaluate strategy accuracy untimed before adding speed goals.

Progression Pathway

Mastery of Set 1 clears student for Set 2: Foundations of Multiplication.

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