Reflecting on Math Fluency

How can we refine our approach to ensure students develop fluency in ways that stick?

How Do We Get There?

First and foremost, I recommend you start with a fluency check of your classroom. Not for the students but for you. What does fluency look like in your teaching? Where are areas that you can improve and where are others that you’re strong in? Both matter. I have a FLUENCY SCORECARD here for you to sorta check yo’self.

Smooth rocks balanced on top of one another

After reflection, it’s on you

Next, YOU have to learn the strategies. Listen many of these you may already have in your math tool belt. But the others? You gotta learn them.

I get it. Math can be scary, as can new methods or strategies. But how can we genuinely ask our students to demonstrate and practice a math method if we don’t know it ourselves?

Several teachers I have worked with shared that their students became more confident in explaining their reasoning, often surprising themselves with the connections they made. You can do the same. These discussions help students see the numbers’ flexibility and make math feel less intimidating. Trust the process. 

So which strategies work?

Teachers found success by prioritizing foundational strategies that help students think flexibly about numbers. 

Strategies for addition and subtraction like:

Count On/Back

MakeTens

Partial Sums and Differences

Compensation

Think Addition

When Algorithms Are Needed

 

Strategies for multiplication and division like:

 Break Apart To Multiply

Compensation

Doubling and Halving

Partial Products

Think Multiplication

Partial Quotients

To algorithm or not to algorithm?

As mathematicians, we should be able to distinguish when an algorithm is needed and when it is not. 

Drawing from the Figuring Out Fluency book series,

For example, a 2nd-grade teacher shared how using the make-a-ten strategy transformed how her students solved problems like 8 + 6.

Instead of relying on rote memorization, students learned to break 6 into 2 and 4, add 8 + 2 to make 10, and then add the remaining 4.

Hello, people; this is the same principle used for decimals. I don’t care if you don’t teach decimals, but those upper elementary teachers that you are supporting do.

A problem like 0.8 + 0.6.

Instead of relying on rote memorization, students learned to break 0.6 into 0.2 and 0.4, adding 0.8 + 0.2 to make 1.0, then adding the remaining 0.4.

This strategy strengthens their number sense and improves their accuracy and efficiency, which are components of true fluency.

Smooth rocks balanced on top of one another

Some challenges along the way…

I’m not going to make pretend this process is easy. Is anything really easy when it comes to building Number Sense and Fluency? Here’s what can trip you up…

Time Constraints Can Be A Pain
You are most likely overwhelmed. Finding time to create meaningful fluency activities can be impossible between curriculum demands, administrative tasks, and large class sizes. This has led many to turn to pre-made solutions, which aren’t always aligned with best practices. We tend to pick out activities that look cute but have no value. So, at the very least, vet your pre-made materials. 

Misconceptions About Fluency Also Suck
Despite progress, fluency still needs to be equated with speed. Timed tests and “fastest answer” competitions can leave students—parents—and you—feeling defeated.
Fluency is about much more than speed; it’s about flexibility, efficiency, and accuracy. However, changing this mindset requires consistent effort and intentional messaging.

 

So To Wrap Up This Thing Up

I invite you to pause and reflect:

  • What fluency strategies have worked with in your classroom?
  • What fluency strategies do you need to dig into and try out?
  • Which fluency strategies work well for your students?
  • Where do you see room for growth?
  • How can you celebrate mathematical thinking in your classroom?

These reflections are the first step toward meaningful change. 

Want to dive deeper? Check out my books. Yes, pre-made materials can be meaningful.

I also host free webinars where we’ll explore these fluency-building strategies in detail. Be on the lookout for those and the resources I share to make your math lessons even more engaging. Those are typically shared in my newsletter, which you can sign up for HERE. 

We can help our students and ourselves grow transformative fluency! Bet!

Blog Teacher Workload Is Destroying Education

Books
Figuring Out Fluency -Whole Numbers Addition and Subtraction

Figuring Out Fluency- Whole Numbers Multiplication and Division

Math Struggles Ain’t Just About Numbers

Let’s be B.F.F.R—math can stress kids out. You’ve seen it: the frozen-in-place stare, the pencil tapping like it’s sending an SOS, or the classic “I CAN’T DO THIS!” meltdown before even trying. But here’s the thing—most of the time, their struggle isn’t about numbers. It’s about mindset.

What if we borrowed some life coaching techniques to help our students not just survive math but actually thrive in it? Let’s break it down into simple, practical ways you can empower your students without turning into a full-blown therapist.

 Reframe the Narrative (A.K.A. Flip the Script on “I’m Bad at Math”)

Ever notice how kids say “I’m bad at math” like it’s their official personality trait? That belief is holding them back more than any tricky word problem ever could.

How to Do It:

  • When a student says, “I suck at math,” respond with: “You’re still learning. Let’s find a way that makes sense to you.”
  • Introduce the Power of Yet: “You don’t get it… yet. But your brain is working on it!”
  • Share stories of people who struggled with math and overcame it (bonus points if you can find famous athletes, musicians, or influencers).

Remind them that they once thought tying their shoes was impossible, and look at them now—shoe-tying pros. Math is just another skill that takes practice.

Teach Emotional Regulation (Because Frustration Is a Math Blocker)

We can’t expect students to push through challenges if they’re spiraling into math-induced panic mode. When frustration kicks in, their brains hit the “I’m out!” button.

How to Do It:

  • Pause & Breathe: Before jumping to the “I CAN’T,” have students take a deep breath. Try “breathe in for 4, hold for 4, out for 4.” Simple, but it works.
  • Break It Down: Instead of tackling the whole problem at once, ask, “What’s one thing we DO know?” Small wins build confidence.
  • Normalize Struggle: Post a sign in your classroom: “Mistakes Mean You’re Learning.” Say it. Live it. Believe it! As Naruto says.

Set Micro-Goals (Because Big Goals Can Feel Overwhelming)

If a kid already feels lost, telling them “just keep practicing” is like saying, “just climb this mountain real quick.” Instead, break it into steps.

How to Do It:

  • Instead of “Get better at multiplication,” set a goal like: “Practice a doubling/halving strategy.”
  • Use progress charts so students can SEE their growth. 
  • Celebrate the small wins! Even if they only got one more right than last time—that’s growth!

Remind them “If you can memorize every single lyric to that TikTok song, you can 100% remember a few math strategies.” 
Honestly research shows long term memory is activated when we leverage different modalities in our lessons. It’s how the brain learns math.

Shift from Performance to Progress (Because Speed Ain’t Everything)

Fluency is about thinking efficiently, not racing to the answer. The goal isn’t to turn kids into human calculators—it’s to help them use numbers flexibly.

How to Do It:

  • Replace timed tests with strategy-based challenges (ex: “How many ways can you solve 12 × 8?”).
  • Instead of praising fast answers, celebrate smart strategies: “Ooooh, I love how you broke that down!”
  • Remind them that even adults use tools like calculators and sticky notes—real math is about knowing how to approach problems, not just getting the answer instantly.

 Teach Self-Talk (Because Their Inner Voice Matters More Than You Know)

The way kids talk to themselves about math shapes their experience with it. If they constantly say, “I can’t do this,” their brain believes it. Time to switch up the self-talk game.

How to Do It:

  • Teach “I can” statements: Instead of “I don’t get it,” try “I don’t get it YET, but I can figure this out.”
  • Have students write down one math strength (even if it’s “I’m good at counting on my fingers” – that’s a start!).
  • Encourage students to talk to themselves like they’d talk to a friend. Would they tell a friend, “You’re dumb at math”? No? Then don’t say it to yourself either!

Emphasize- “You wouldn’t let your best friend talk trash about you, so don’t let your brain do it either!”

Coaching Math Mindsets for the Win

At the end of the day, teaching math fluency isn’t just about numbers—it’s about helping kids believe they can figure things out. When we shift from just teaching math to coaching their mindset, we create students who are not only fluent in math but confident in life.

So, here’s your challenge: What’s one small move you can try this week? Whether it’s shifting self-talk, celebrating small wins, or breaking down frustration, pick one and run with it.

Oh, and if you want more strategies like these, check out my Figuring Out Fluency series, (Book 1) (Book 2) where we make fluency engaging, empowering, and (most importantly) actually make sense.

And if you want more math mindset strategies, grab my Guide For Teachers To Help Students With Growth Mindset