-=> Quoting Carl Bogardus to William Lipp <=-
 WL> If the
 WL> goal is "understanding and facility," then there is 
 WL> some threshold that
 WL> demonstrates sufficient facility,
 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. 
 CB> Once upon a time, when I taught 5th, I required my students to do 100
 CB> facts  in 3 min.  By required, I mean that we had a test every 
 CB> week ...
 CB> I did not count it as a grade though.
 CB> 
 CB> Quite a challenge for them, some would never make it due to 
 CB> a poor background in 3rd and 4th.  So I always kept a 
 CB> record so student's progress throughout the year.  Most 
 CB> improved tremendously and it really helps when division & 
 CB> fractions are taught second semester.
This sounds like a good and valuable way to use this timed test
approach for measuring and building facility in basic math facts.
 
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