Using Data to Improve Math Fluency in Your K-5 Classroom

Does the word “data” make you cringe Like, ‘I became a teacher, not an accountant—wth?!'” 

It’s for sure overwhelming thinking about spreadsheets or endless charts.

I totally get it buuuuut it doesn’t have to be that way.

Using data in your K-5 classroom can be simple and effective.  It can help you support your students to become confident, fluent mathematicians. 

There’s probably an eye roll here lol. But let’s break it down so you can see what I’m saying.

Step 1: Start Small and Focus on What Matters


What Do I Mean:
No matter what anyone says or mandates, you don’t need to track every little thing. Focus on a few key areas that directly impact fluency:

  • Are students flexible with numbers?
  • Can they solve problems accurately?
  • Are they efficient with their strategies?

You can use quick, low-pressure assessments like exit tickets, math talks, or student reflections.” Keep it quick and easy, not dissertation-level analysis.

 

How to Do It:
So, for quick, low-pressure assessments like exit tickets, math talks, or student reflections. Let me give you an example, after teaching addition strategies, you might ask:

  • Solve 7 + 8 in two different ways.
  • What strategy did you use, and why?

Look for patterns in their responses. Are they stuck on counting strategies? Are they trying out multiple methods? These small data points give you big clues about where to focus your teaching.

From the Figuring Out Fluency Books:
Try tracking strategies using a simple chart inspired by my Figuring Out Fluency series. 

Addition and Subtraction Book

Multiplication and Division Book

 

You could create a list of strategies like “Make a Ten” or “Double and Adjust” and check off which ones students use correctly during math talks or independent practice.

I’ve also created a separate Fluency Progress Template, which you can find HERE. For students, My Math Fluency Progress you can find HERE. 

Step 2: Use Visual Tools to See Progress


What Do I Mean:
Data doesn’t have to be numbers on a page—it can be visual and interactive. Use tools like bar graphs or sticky note charts.

How to Do It:
Create a fluency growth chart where you and your students can see their improvement. For example:

  • Track how many problems they solve using efficient strategies over time.
  • Celebrate milestones with fun stickers.

Disclaimer:

While you may want to create a classroom chart that screams, “Wow, look at us thriving!”. Student progress and reflection should be private to the student. We don’t want to encourage competition and have students lose self-esteem because they’re in a comparison mindset with their peers. One-to-one celebrations are important and really helpful for building up your students.

Step 3: Support Individual Students with Personal Goals


What Do I Mean:
Data helps you move beyond whole-class teaching and work with students one-on-one. Personal fluency goals give students a clear focus and make learning feel achievable.

How to Do It:
After a quick assessment, pull a student aside and say:

  • “I noticed you’re great at using doubles, but you’re still counting on your fingers for problems like 8 + 5. Let’s work on making a ten strategy this week.”

Practice together using hands-on tools like number lines, counters, or mini whiteboards. Set a small goal: “Can you solve two problems using this strategy today?”


In the Figuring Out Fluency Books, there is an activity called Fluency Fives (quick sets of five problems designed to target specific strategies). These are great for focused practice and tracking individual growth without overwhelming students.
Addition and Subtraction Book

Multiplication and Division Book 

Step 4: Involve Students in the Process


What Do I Mean:
When students understand and own their progress, they’re more motivated to improve.

How to Do It:
Show students their data in simple ways, like a personal fluency tracker. For example:

  • They can create a “Strategy Showcase” folder where the a student adds examples of strategies they’ve mastered.
  • Have them self-assess: “What strategy did I use? Did it work? Could I try another?”

A Classroom Example:
One 4th-grade class created fluency journals. After every math talk, students wrote:

  • The strategy they used.
  • One thing they were proud of.
  • One strategy they want to try next time.

These reflections helped students think critically about their growth and see data as something empowering.

Step 5: Use Data to Guide Your Next Steps


What Do I Mean:
Once you’ve gathered some data, use it to make informed decisions about your teaching.

How to Do It:

  • If the whole squad is struggling with subtraction strategies, slow it down. Spend an extra day on Number Talks for subtraction. 
  • If a small group needs help with multiplication fluency, pull them for a targeted small-group session.
  • If some students are stuck on basic facts, move back to foundational strategies like breaking apart numbers before advancing to more complex problem types. There’s no shame in hitting rewind- math fluency is a marathon, not a sprint.

Here’s The Gist

Using data doesn’t have to be complicated or time-consuming. By focusing on small, meaningful assessments, visual progress, and personal goals, you can support your students to fluency in ways that build their confidence and skills.

Take a moment to reflect:

  • What’s one way you can start using data in your classroom?
  • Which strategies do your students need the most support with right now?

Want more ideas? Check out my Figuring Out Fluency series for ready-to-use activities and tools to simplify your fluency journey.
Addition and Subtraction Book

Multiplication and Division Book

You can also download:

Fluency Progress Template which you can find HERE. Or for students- My Math Fluency Progress which you can find HERE.

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