WL> I think the core question should be "What is the 
 WL> educational goal?"  If
 WL> the goal is "understanding," then you are certainly correct.  If the
 WL> goal is "understanding and facility," then there is 
 WL> some threshold that
 WL> demonstrates sufficient facility, and we can have a 
 WL> discussion, perhaps
 WL> even conduct experiments to determine a reasonable 
 WL> level.  I think it's
 WL> obvious that 2 problems in six minutes is 
 WL> inadequate, and 1000 problems
 WL> in 30 seconds is unreasonable.  If 100 problems in the alloted time is
 WL> something that almost all students can master, then it's a realistic
 WL> demonstration of facility.  If only 20% of the kids can ever achieve
 WL> that score, it's not realistic. 
 WL> Has anyone posted anything about whether kids can reach this level?
 WL> My kid's school uses a similar routine once a week or so - it's a "Mad
 WL> Minute" and they try to finish as many as they can in one minute, but
 WL> only answers up to first wrong one count.  Early in 
 WL> the year my kid got
 WL> some two's and ten's because he made mistakes on 
 WL> early problems.  He seems
 WL> to regularly get 30-50 now, depending on the 
 WL> difficulty of the week's work.
 WL> It seems to be a useful diagnostic.
Once upon a time, when I taught 5th, I required my students to do 100 facts 
in 3 min.  By required, I mean that we had a test every week and my seating 
chart was arranged so that the slower students were seated near me--sounds 
mean to those quick ones doesn't it.  I made it up to them in other ways.  
Any student passing the test would not have to take it again the rest of the 
year although a good number would just for the practice.  I also had rewards 
for every student that passed the test.  I did not count it as a grade 
hough.
  
Special Ed students would work on a test that was agreed upon by myself and 
their teacher.
 
Quite a challenge for them, some would never make it due to a poor background 
in 3rd and 4th.  So I always kept a record so student's progress throughout 
the year.  Most improved tremendously and it really helps when division & 
fractions are taught second semester.
Usually I used the 3 through 12 facts.  There are good things to say about 
students that have math facts memorized--they can usually beat a calculator 
kid and seemed to work problems much quicker with fewer mistakes.  Rote is 
not always bad.
--- Maximus 2.02
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