✨ Rethinking Fluency: Beyond Timed Tests & Basic Facts

Fluency is more than speed and certain facts — and it should never be a barrier to grade-level math.

Not every timed test or flashcard session is actually building mathematical fluency.

It’s the end of the first week of school in many districts in New Jersey, and in countless classrooms, fluency assessments are already underway. Students are racing through pages of facts, flipping flashcards, and competing to be the fastest.

👉 What does it actually mean to be fluent in mathematics?

Because the truth is: fluency is more than speed — and more than memorizing basic facts.

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😬 The Problem with Timed Tests

Timed tests don’t actually measure fluency.

• Fluency is often defined as recalling a fact in about 3–4 seconds.

• But if a student finishes 15 problems in a minute, what does that tell us? Did they take 4 seconds on each? Or 6 seconds on a few and 3 seconds on the rest?

• The data is muddy — and it tells us nothing about how students are thinking.

  
  

And let’s be honest — timed tests have been instilling fear in students for years.

I vividly remember being in elementary school and competing in a multiplication “bee.” It was all about speed and accuracy. I still recall the sinking feeling of getting a fact wrong and disappointing my whole class because they were counting on me for the win.

My 4th grade class photo — front row in pink. Don’t judge the hair too much! 😉

That didn’t make me more fluent — it just made me more anxious.

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🃏 Flashcards & Random Recall

Flashcards can fall into the same trap. On their own, they don’t build fluency — because they’re too random.

Students need to see the structure of facts. For example:

• Students should develop ×10 before ×9.

• Why? Because we want ×9 to be strategy-based — helping them realize that 9 is one group less than 10.

  
  

  

  Multiplication flashcards: familiar practice, but real fluency comes from strategy and reasoning.

Without strategy connections, flashcards become about memorization instead of reasoning.

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🪑 Procedural Fluency: The Three-Legged Stool

True procedural fluency is built on three equally important legs — like a stool that tips if one is missing:

• ⚡ Efficiency: Solving problems in a reasonable time with an appropriate strategy.

• 🔄 Flexibility: Knowing multiple strategies and adapting when needed.

• ✅ Accuracy: Carrying out procedures correctly to reach the right solution.

Procedural fluency is like a three-legged stool — efficiency, flexibility, and accuracy. Take one leg away, and the whole thing wobbles.

Yes, fact fluency matters — but students don’t need to have every fact mastered before engaging in rich mathematical work. They can keep growing in both areas at the same time.

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🚧 Fluency Is Not a Barrier to Grade-Level Math

Too often, students are held back from grade-level work because they aren’t fluent with their facts. But treating fluency as a barrier only leaves them further behind.

Take Grade 5, where volume is major work of the grade (5.MD.C).

Only two standards actually require multiplication to find volume:

• 5.MD.C.5a: Find the volume of a right rectangular prism … and show that the volume is the same as multiplying edge lengths.

• 5.MD.C.5b: Apply the formulas V = l × w × h and V = B × h to find volumes …

But the cluster begins with:

• 5.MD.C.3–4: Recognize volume as an attribute and measure volume by counting unit cubes.

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👉 Students don’t need multiplication fluency to understand these concepts. They can pack prisms with cubes, count units, and recognize that volume is additive. Multiplication (and later, formulas) makes it more efficient, but tools like charts or calculators can support those still building fluency.

Fluency should run on a parallel track — not act as a barrier to grade-level learning.

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🛠️ Tools Worth Exploring

If you’re wondering how to assess fluency in ways that go beyond speed, one of my favorite resources is the Assessment Tools on the Math Fact Fluency Companion website from the Kentucky Center for Mathematics.

Instead of measuring only speed, tools like this Observation Tool for Multiplication Strategy Selection help us see which strategies students are actually using — giving us a much clearer picture of fluency.

These tools focus on how students are thinking about facts, not just how quickly they can respond.

Using tools like these helps shift the focus from timing students to listening to their strategies — a much truer picture of fluency.

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🚀 Moving Forward

Rethinking fluency means broadening our lens:

❌ Not speed for its own sake

❌ Not random flashcards

❌ Not withholding grade-level concepts

✨ Instead, fluency is about efficiency, flexibility, and accuracy — students reasoning, adapting, and choosing strategies.

💭 How do your current fluency practices capture student reasoning — not just their speed?