The Mastering the Basics System is a series of basic tests for grades 4, 5, 6, 7, and 8 and formatted in a separate manual for each grade level. Each manual contains:

A minimum of 12 tests covering the essential areas of the curriculum. Each test has five forms (or versions) which are consistent in format and brief in nature (often including only four to ten questions). Most tests can be done in twenty minutes or less (not so true of some of the tests at the grade six, seven or eight level). For each area of the curriculum students are only expected to pass one test (scoring 80% or greater).

The concepts to be mastered at the 80% level usually include some or all of the following:

Numeration/Place Value (writing and reading numbers)
Multi-digit operations including decimal fractions in the upper intermediate grades (+, -, x, ÷)  
Geometry  
Measurement  
Data Analysis  
Probability (in the upper intermediate grades)  
Decimals/ Fractions (and percent in the upper intermediate grades)  
Integers (upper intermediate grades)
Word Problems
Other topics (depending on the grade level)

A set of basic facts tests is included for each of the four operations (adding, subtracting, multiplying and dividing) – students are expected to score 100% on these tests without finger counting, using rulers and calculators. There are several forms of these tests and, if needed, other forms can be found in the Teachable Moment Manuals or the Power of Ten manual.

A letter home to the parents describing the program and how students will be marked.

The five test forms (or versions) are identified by: Form A, Form B, Form C, Form D and Form E. For study purposes students are given Form A of each of the basics tests. Students then write Form B, C, D or E and, if 80% or more is achieved, choose to write a different concept test. If 80% is not made, another form of the same test is attempted – and this process is repeated until 80% mastery is achieved.

When used with the Teachable Moment Manual, the main strengths of the Mastering the Basics Program are:

• Students are given ‘choice’ as they decide which tests they want to write first. Many topics such as place value, numeration, or basic operations have been covered in previous grades and ‘able’ students will pass these tests without instruction. Choice provides a sense of control and often results in more commitment from students as they see themselves advancing. Students begin to challenge themselves.
• Parents who desire a more ‘traditional program’ feel this is being provided as their children study for the “Mastery Tests.”
• Teachers who feel uncomfortable moving to a ‘meaning-based program’ can use Mastering the Basics to provide a sense of security that they are still meeting the objectives of a more traditional program.
• Students who normally do not pass tests at the 80% and 100% level learn to study and to get help to achieve ‘mastery’. They improve their confidence and willingness to take risks with the rest of the mathematics curriculum.
• Students who finish the program continue on to be tutors, work on projects, or become part of a team of students studying for math contests.
• As only 20% of the instructional week is spent on basics, more time is available for students to learn mathematics in contexts of projects or other applications.
• Students learn to study and work independently.
• The process is clear and predictable for students, teachers, and parents who need a more structured program.