In fourth and fifth grade students begin every math class with 15-20 minutes of work in their foundation math groups. Students work on foundational skills such as computation algorithms and math vocabulary application. We liken these skills to recognizing sight words in reading. The more fluently one can apply them, the more readily one can take on more complex math.
When students first began school, they counted by ones to figure out what 3+7 was. Soon they started at 3 and counted up 7 more. Then they made a break through and started at 7, counting 3 more. (This is the commutative property of addition – although they didn't call it that.) Soon, many just knew that 3+7 was 10.
When we explain why we do foundation math, we often use this story to help students understand the purpose for their work. Imagine doing large multiplication problems or long division if one still had to count by ones.
This year, we're tailoring work even more closely to students' needs. Using regular (often weekly or bi-weekly) assesments, we are identifying very specifically what students need to review in order to feel confident enough to apply the skill independently and accurately.
We use the National Council of Teachers of Mathematics focal points to guide our math instruction and the assessments are drawn from the Common Core Standards which are based in part of the NCTM focal points. These frameworks, especially the focal points, help students become more adept mathematical thinkers, not just "do-ers." No matter what math we're doing, we want students to be able to explain the "why" and "how" of what they're doing. — MMM
The Rookery 
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