Building Fact Fluency
Core Code Alignment
Mathematics
Other Mathematics
07070000015: Mathematics Electives - Remedial
Other Mathematics
07070000015: Mathematics Electives - Remedial
Recommendation
Recommended Limited
Evaluation
No evaluation provided.
Educators Using These Materials
No educators found.
Material Categories
Supplementary
Rubric : Mathematics 2025
Compliance with State Law (Required)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | Does Not Violate Law | NA | NA | May Violate Law | ||
| The materials do not appear to contain sensitive materials. All provided materials appear to be appropriate for the intended audience. | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does Not Violate Law | NA | NA | May Violate Law | ||
| No discriminatory practices are present. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| No constitutional violations found | ||||||
| Free from advertising, e-commerce, or political interest | Contains none of the listed items. | NA | NA | Contains one or more of the listed items. | ||
| Free of advertisements of any nature | ||||||
Focus and Coherence (Non-Negotiable)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Non-negotiable materials must focus coherently on the Major Work of the grade in a way that is consistent with the progressions in the standards. 1- Student and teachers using the materials as designed devote the majority of time to the Major Work of the grade. 2- Supporting Work enhances focus and coherence simultaneously by also engaging students in the Major Work of the grade. 3- Materials follow the grade-by-grade progressions in the Standards. Content from previous or future grades does not unduly interfere. 4- Lessons that only include mathematics from previous grades are clearly identified. Materials that do not meet the non-negotiable requirements for Focus and Coherence will not be recommended as primary resources. Please continue with the review to determine if the materials may be recommended for supplemental use. | Meets all non-negotiable requirements | NA | NA | Does not meet the non-negotiable requirements. *see narrative for determination of which requirement(s) was not met | ||
| For Building Fact Fluency by Graham Fletcher, it’s important to note that while the program supports the Major Work of the grade by reinforcing fluency in the operations central to each grade’s focus, it is not designed as a full, stand-alone curriculum. The majority of its content addresses fact fluency rather than the full scope of the grade-level standards, and materials from previous or future grades may be included for remediation or practice, so teachers must intentionally select and align resources to ensure focus and coherence with the Major Work of the grade. | ||||||
Rigor and Balance
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| The materials support the development of students’ conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. | Meets | Partially meets | N/A | Does not meet | ||
| Building Fact Fluency emphasizes conceptual understanding by helping students explore number relationships and operations through strategy-based learning rather than rote memorization. While the program’s primary goal is to develop fluency, it begins by building a strong conceptual foundation, ensuring that students understand the reasoning behind the facts they are learning. By connecting strategies to operations, the program supports both immediate fluency and long-term number sense, making it a targeted resource that reinforces understanding while gradually increasing automaticity with basic math facts. | ||||||
| The materials are designed so that students attain the fluencies and procedural skills required by the Standards. | Meets | Partially meets | N/A | Does not meet | ||
| As the name suggests, Building Fact Fluency is explicitly designed to help students develop fluency with basic math facts, making fluency the central goal of the program. By focusing on strategy-based practice and repeated application, the program ensures that students build the procedural skills required by the Standards. While it reinforces conceptual understanding as a foundation, its primary emphasis is on helping students achieve automaticity and confidence in their math facts. | ||||||
| The materials are designed so that teachers and students spend sufficient time working with applications, without losing focus on the Major Work of each grade. (Are there single and multi-step contextual problems that develop the mathematics of the grade, afford opportunities for practice, and engage students in problem solving?) | Meets | Partially meets | N/A | Does not meet | ||
| Building Fact Fluency focuses primarily on developing operational fluency, but it is designed as a supplemental resource that does not take significant time away from the Major Work of the grade. The program includes a variety of story problems that align with the types of problems identified in Core Guides Tables 1 and 2, providing students with opportunities to apply their skills in meaningful contexts. While its main emphasis is on fluency, these application problems help reinforce understanding and connect practice to real-world problem solving. It includes a variety of single-step and multi-step contextual problems that allow students to apply their operational skills in meaningful ways. While the primary focus of the program is on developing fluency, these problems provide opportunities for practice and support problem-solving within the scope of the grade-level operations, helping students make connections between strategies and real-world applications. | ||||||
Standards for Mathematical Practice
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Materials address the practice standards in such a way as to enrich the Major Work of the grade; practice standards strengthen the focus on Major Work instead of detracting from it, in both teacher and student materials. | Meets | Partially meets | N/A | Does not meet | ||
| Building Fact Fluency aligns closely with the Major Work of the grade, particularly in the area of Numbers and Operations, ensuring that practice standards support rather than detract from core content. The tasks and activities, along with suggested teacher prompts, connect the practice standards to the Major Work, reinforcing understanding and skill development. While the program does not address all standards, the materials effectively use practice opportunities to strengthen focus on the key grade-level content. The program’s strategy-based approach also encourages student reasoning and number sense, giving teachers tools to engage students in both practice and conceptual thinking, even within its focused scope. | ||||||
| Tasks and assessments of student learning are designed to provide evidence of students’ proficiency in the Standards of Mathematical Practice. | Meets | Partially meets | N/A | Does not meet | ||
| Building Fact Fluency emphasizes reasoning, strategy use, and conceptual understanding, encouraging students to think critically rather than rely on rote memorization. Tasks and assessments often ask students to explain their thinking, providing clear evidence of proficiency in the Standards of Mathematical Practice. Additionally, the program’s focus on strategy-based problem solving supports students in connecting operations to number relationships, helping teachers observe both procedural skill and conceptual understanding as students work toward fluency. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| Building Fact Fluency supports the Standards’ emphasis on mathematical reasoning by encouraging students to use strategies, think critically, and develop conceptual understanding rather than relying on rote memorization. Students are frequently asked to explain their thinking, providing opportunities to articulate reasoning and make connections between number relationships and operations. Additionally, the program’s structure reinforces reasoning through repeated practice and strategy-based tasks, helping students build both fluency and deeper mathematical understanding. | ||||||
Access to the Standards for All Students
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Support for English Language learners and other special populations is thoughtful (evidence-based) and helps those students meet the same Standards (and rigor) as all other students. The language in which problems are posed is carefully considered. | Meets | Partially meets | N/A | Does not meet | ||
| Building Fact Fluency is supportive of all learners by using clear, visually based representations of numbers and operations, allowing students to understand concepts without relying heavily on language. This design makes the program accessible to English Language Learners and other special populations, even though it does not provide explicit ELL-focused supports or scaffolds. The use of consistent images and organized number representations helps students engage with the material and meet the same fluency standards as their peers, providing a flexible foundation for diverse learners. | ||||||
| Materials provide scaffolding, differentiation, intervention, and support for a broad range of learners with gradual removal of supports, when needed, to allow students to demonstrated their mathematical understanding independently. | Meets | Partially meets | N/A | Does not meet | ||
| Building Fact Fluency provides scaffolding and support through guided lessons, manipulatives, practice routines, and self-check activities that gradually shift responsibility from the teacher to the student, allowing learners to demonstrate understanding independently. The use of familiar, everyday images and largely non-language-dependent activities makes concepts accessible to a broad range of learners, including those who may need additional support. Teacher-led discussions and minimal reliance on spoken language further ensure that students can engage meaningfully with the material, building both confidence and fluency while gradually reducing support as skills develop. | ||||||
| Design of lessons incorporates strategies such as using multiple representations, deconstructing/reconstructing the language of problems, providing suggestions for addressing common student difficulties, etc. to ensure grade-level progress for all learners. | Meets | Partially meets | N/A | Does not meet | ||
| A key strength of Building Fact Fluency is its use of multiple representations, which support the development of diverse strategies and help students understand number relationships in varied ways. The program provides guidance for addressing common student difficulties, allowing teachers to scaffold learning effectively and promote grade-level progress. By combining visual models, manipulatives, and strategy-based instruction, the program ensures that all learners can engage with the content meaningfully and build both conceptual understanding and fluency. | ||||||
| Ethnic Studies- (Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate a curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107, | In addition to the content outlined in “Adequate,” this material offers multiple evidence-based supplemental resources and opportunities for learning about various forms of cultural philosophies and epistemologies from Utah, the United States, and worldwide. The materials provide cultural backgrounds, contemporary real-life experiences, and contexts that are relevant to local students. Some examples may include people with disabilities, various body types, and ages. | This material demonstrates respect for diverse socio-cultural identities. The material provides opportunities to acknowledge and integrate the histories, cultures, contributions, and perspectives of people from the United States and worldwide. The material accurately represents the cultures, languages, traditions, beliefs, values, and customs of people from diverse backgrounds through a variety of texts, examples, scenarios, imagery, and applications. | The material has limited themes of social and cultural histories within the United States and globally. The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements. (53E-4-204.1). | ||
| Building Fact Fluency includes fairly generic images representing diverse backgrounds, but these are presented without accompanying commentary, maintaining a neutral approach. While the program does not provide specific resources addressing Utah, U.S., or global cultural perspectives or philosophies, the images and contexts reflect everyday student experiences and Utah values. The program includes photographs of different ethnicities, though story problems and tasks do not specifically depict cultural diversity beyond these representations. | ||||||
| Shared Values and Character Traits | The material extends beyond the content outlined in "Adequate", it includes elements that connect Utahns to the world. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. Some examples may include characters with a variety of personalities, education, income, occupation, or behaviors that illustrate character traits. | The material focuses on the shared values of diverse people and communities, the common elements that unite Utahns, and displays some character traits in its imagery and content. It aims to cultivate character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles found in the Constitution. | The material lacks a sense of shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing civic and character education. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements (53E-4-204.1) and civic and character education. (53G-10-204) | ||
| Building Fact Fluency indirectly promotes positive character traits by encouraging students to work collaboratively in pairs and small groups, share ideas, and discuss strategies. These routines support the development of teamwork, patience, perseverance, and respect for others’ thinking, aligning with shared values and character traits. Additionally, the program’s focus on strategy discussion and guided practice provides repeated opportunities for students to demonstrate responsibility, persistence, and a growth mindset while building fluency. | ||||||
Assessment
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Multiple measurements of individual student progress occur at regular intervals ensuring success of all students. | Meets | Partially meets | N/A | Does not meet | ||
| Building Fact Fluency includes a spiral review structure with multiple assessment options, allowing teachers to monitor individual student progress at regular intervals. Skills are intentionally repeated throughout the scope and sequence to reinforce retention and ensure mastery. Additionally, the program’s self-check activities and guided practice provide ongoing opportunities for students to assess their own understanding, helping teachers identify areas where additional support or intervention may be needed. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| Building Fact Fluency engages students in carefully designed mathematical tasks and applications that assess both conceptual understanding and procedural fluency. While the activities may appear simple, they are intentionally structured to promote strategic thinking, reasoning, and problem-solving skills. Additionally, the program’s tasks provide opportunities for students to demonstrate understanding in multiple ways, allowing teachers to gather meaningful evidence of learning and guide instruction effectively. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807