For many years now, the words fluency and fluently have been sprinkled all throughout elementary math standards.

And yet, if you ask ten teachers what fact fluency means, you may hear ten different answers.

Some will say it means students can answer quickly.
Some will say it means students get the answer correct.
Some will say it means students have their math facts memorized.

And yes, speed and accuracy are part of fact fluency.

But they are not the whole story.

True fact fluency is so much more than students being able to shout out answers quickly or complete a timed test in under a minute. When students are truly fluent, they can solve accurately, choose efficient strategies, think flexibly, and explain how they got their answer.

That is the part we cannot skip.

Because if we only focus on fast answers, we may miss whether students actually understand the math happening behind those answers.

And that matters.

Fact Fluency Is More Than Fast and Accurate

The most common definition of fact fluency is “fast and accurate.”

That definition is not completely wrong. We do want students to solve math facts with accuracy. We also want them to become more efficient over time.

But if we stop there, we are only looking at the surface.

Fact fluency also includes:

• Efficient methods for solving
• Flexibility in computation
• Conceptual understanding
• The ability to explain solving methods
• An understanding of operations and place value
• The ability to check if an answer makes sense

That means fact fluency is not just about what answer a student gives.

It is also about how they think.

A student who knows that 8 + 7 equals 15 because they memorized it has one pathway. A student who knows 8 + 7 equals 15 because they can make a ten, decompose 7 into 2 and 5, and explain that 8 + 2 + 5 equals 15 has a much deeper understanding.

That student is not just recalling.

That student is reasoning.

And reasoning is where real fluency begins.

If your students need help organizing the strategies they can use to solve mentally, this is a great place to introduce a number sense strategy tool.

This freebie is a great support for helping students understand what different number sense strategies mean and what they can look like in action.

Why Memorization Alone Is Not Enough

Let’s be honest. Math facts do need to become automatic.

Students should not have to spend all of their mental energy figuring out basic facts forever. Automaticity helps them tackle larger, more complex math concepts with confidence.

But memorization should not be the only goal.

When we rely only on repetition, students may memorize facts without understanding them. They may know an answer one day and forget it the next. They may freeze when the problem looks even slightly different. They may become dependent on tricks instead of building number sense.

That is why students need more than repeated exposure to symbolic equations like:

5 + 3
6 x 4
24 ÷ 6

They need to see what those numbers mean.

They need visuals.
They need number conversations.
They need hands-on practice.
They need opportunities to compose, decompose, compare, group, and reason.

That is how math facts begin to stick.

Number Sense Builds Stronger Fact Fluency

If fact fluency is the goal, number sense is the foundation.

Students need to understand how numbers work before they can confidently manipulate them.

That means they need practice seeing numbers in different ways. They need to recognize patterns, use friendly numbers, break numbers apart, and put them back together.

For example, a student working on addition facts may need to see 9 + 6 as:

9 + 1 + 5
10 + 5
15

A student working on multiplication may need to understand 6 x 4 as:

6 groups of 4
4 groups of 6
An array
Repeated addition
A visual model

A student working on division may need to see 24 ÷ 6 as:

24 split into 6 equal groups
How many are in each group?
The inverse of 6 x 4
A model with equal groups

These visual and strategic connections help students build a mental library of numbers.

And once students have that mental library, they are much more prepared to recall facts with confidence.

Want students to see these strategies in action? Visual math cards are a simple way to connect symbolic equations to the quantities students are actually working with.

Why Timed Tests Can Be Tricky

Timed tests are often used to measure fact fluency, but they do not always give us the full picture.

A timed test may tell us whether a student can answer quickly under pressure.

But it may not tell us whether the student understands the operation, can explain their thinking, or has flexible strategies for solving.

For some students, timed tests create anxiety. They may know the math, but the pressure causes them to shut down. For others, timed tests reward memorization without revealing whether the student has conceptual understanding.

That does not mean teachers should never measure speed.

It just means speed should not be the only thing we measure.

When assessing fact fluency, we also want to look for:

• Can the student explain their thinking?
• Can they solve the problem another way?
• Can they use a visual model?
• Can they recognize an unreasonable answer?
• Can they apply the fact in a different context?

Those questions give us a much stronger picture of true fluency.

Simple Ways to Build Fact Fluency in Your Classroom

The good news? Building fact fluency does not have to take over your math block.

Small, consistent routines can make a big difference.

Here are a few ways to get started.

1. Add Daily Visual Number Sense Routines

Give students quick opportunities to look at numbers visually.

You can use dot images, ten frames, arrays, number bonds, bar models, or visual flash cards. Ask students what they notice. Let them explain how they see the number.

This helps students move beyond symbols and begin forming mental images of quantities.

For upper elementary classrooms, Array Talks are a great way to bring visual multiplication practice into quick number sense routines.

2. Use Number Talks

Number talks are one of the best ways to hear student thinking.

Display a problem, give students think time, and then ask them to share different strategies. The goal is not just the answer. The goal is the conversation.

Students learn that there is more than one way to solve a problem, and they begin adding new strategies to their own math toolbox.

Need ready-to-use prompts instead of creating your own from scratch?

3. Connect Symbols to Visuals

When students see only equations, they may miss the meaning behind the math.

Try pairing symbolic facts with visual representations.

For example:

6 x 4 can be shown as an array.
18 ÷ 3 can be shown with equal groups.
7 + 5 can be shown with ten frames or number bonds.

This helps students connect the abstract math to something they can actually see and understand.

4. Let Students Explain Their Thinking

When students explain their strategies, they deepen their understanding.

A student who can explain why 9 + 8 equals 17 is showing more than memorization. They are showing flexibility, reasoning, and understanding.

Try asking:

“How did you see it?”
“Can you solve it another way?”
“What strategy did you use?”
“How do you know your answer makes sense?”

These questions help shift the focus from answer-getting to sense-making.

Fact Fluency Takes Time

Fact fluency does not happen overnight.

It is built through repeated, meaningful experiences with numbers.

Students need time to see numbers, talk about numbers, move numbers, break numbers apart, and put them back together. They need chances to make connections between visual models and symbolic equations.

And yes, over time, many facts will become memorized.

But the strongest memorization happens when students understand what those facts mean.

That is the sweet spot.

Fact fluency is not just about speed.

It is about accuracy, flexibility, efficiency, and understanding.

When we give students opportunities to build number sense, visualize quantities, and explain their thinking, we help them become more confident mathematicians.

So instead of asking, “How can I get my students to memorize their facts faster?”

Try asking:

“How can I help my students understand numbers better?”

That shift can change everything.

For more ready to use resources shop https://www.teacherspayteachers.com/store/tanya-yero-teaching

The post What Is Fact Fluency? A Better Way to Build Math Confidence appeared first on Tanya Yero Teaching.

Here is the caption that accompanied the post:

“I used to think that a student’s ability to quickly recall a math fact was important. I regret that decision and every timed test I ever gave my students.

Today I define fluency in three parts: efficiency (quick recall and/or ability to use a strategy), accuracy, and flexibility.

Math celebrates creativity and diversity in solving problems. I now see fact fluency in the same light.”

The post gained comments quickly… with some supporting what I said, and others upset with the post. I received many messages reminding me of the importance of fact fluency. If we don’t assess our students’ fluency then we are failing them. Some commented that they taught middle and high school and that their students didn’t know their facts, thus hindering their work when solving various computation problems. 

I agree with all of this. Fact fluency is very important to me, and should be on every teacher’s radar. Just because I don’t administer timed tests doesn’t mean I don’t teach and check for fluency. I simply choose to define and assess it differently. 

There are two ways to define fact fluency: memorization vs. automaticity. 

What are timed tests really assessing?

The simplest answer is math facts, but with timed tests the child is strictly relying on memorization. Memorization of facts is rote learning; pulling information from memory with speed. There is no time to make deep conenctions. The child is pulling an answer from their mental filing cabinet due to repetition with that particular fact. There were many cases where a child who struggled in my class to conceptually understand math content would then score an A on a timed test because the two tasks required a different level of understanding. Memorization is the most basic level of learning. What’s more important…memorizing the date of the War of 1812 or understanding the causes and effects of that war?

When I administered timed tests, we would collectively grade our assessments afterwards. It would baffle me how many students had to tangibly write out 100 subtracted by however many questions they missed to find their scores. Students that were getting A’s and B’s on a timed test had to then write out 100-12= 88 to calculate their score on an assessment that is evaluating FLUENCY. This proved to me that they were pulling directly from memorization and nothing else. 

What’s the alternative then?

I see math fluency the same way I see number sense and teaching standards conceptually; all can be promoted through purposeful questioning. Instead of using memorization I want my students to use automaticity. Automaticity is the ability to produce an answer with adequate speed while still thinking about deep relationships and/or connections. Automaticity doesn’t mean I let my students spend 5 minutes trying to solve 7 x 7, but it can look something like this:

My students see math as a subject that works for them, not the other way around. They are expected to manipulate numbers, make connections, and seek alternative ways of solving. Why not incorporate these ideas into fact fluency? To this day I will still sometimes use a mental strategy for solving 8 x 8 and 9 x 6; these two facts I cannot commit to memory even well into my 30’s. Is this bad? I don’t think so. It just makes me human, just like your students.

Memorization and automaticity sound very similar, and they are, but automaticity promotes number sense. Introduce your students to various strategies that can be used mentally to solve problems.

How I assess fluency: 

My students complete fluency assessments that focus on number sense strategies and/or mental math. I also conduct fluency interviews. Fluency interviews are quick four to five minute discussions. They can be made even shorter by simply asking the child one question. You’ll be able to tell if the child doesn’t know the solution at all. You’ll also be able to see if they are pulling the answer from memorization or automaticity.

What happens if I have a child that is relying on memorization?

Nothing! Using memorization for fact fluency isn’t wrong, but math teachers should expose students to number sense and mental strategies. I use number talks in my classroom as daily practice. Students need exposure to mental math. Your students need to see the components of math in the deepest forms as much as possible.

Head here to watch a presentation I did for an upper elementary teacher conference on how to promote number sense in your classroom.

To read more about how I incorporate meaningful fuency into my classroom head to this five part blog series.

The post Why I’ll Never Use Timed Tests To Assess Fact Fluency Again appeared first on Tanya Yero Teaching.

Then my first year turned into my second year and by the time the third year rolled around I realized I was creating robotic math students that were simply trained to take a test. They weren’t problem solvers. They lacked number sense and basic strategies that I knew they would need in the real world. They understood procedural learning more than conceptual understanding. 

What REALLY is number sense?

Number sense is a child’s set of skills when working with numbers. More importantly, number sense is one’s ability to see the flexibility in numbers. Children with number sense understand quantities, grasps basic concepts, and understand key operations and symbols. But this all leads to the bigger picture of what number sense really is. A child with a strong foundation in number sense can identify multiple ways to solve problems. Number sense supports the beauty and creativity of each child’s mind and how they interpret a question. 

The Questions You Ask (And Don’t Ask) Will Affect Your Students’ Number Sense

It’s not enough to teach your students basic algorithms and train them to memorize the steps. When I teach a new math concept the algorithm is the LAST thing I introduce. Why? I want to strengthen my students’ number sense. Math is designed to be fun and exploratory and more often than not we take the drill and kill approach. This approach leaves out the opportunity for good quality questioning. 

At the beginning of the year I introduce strategies for manipulating numbers and equations. Expect your students to come to you lacking number sense tools. You have to teach them this style of math and how it works. The posters below stay up in my classroom all year.

I spend time modeling my own thinking, providing opportunities for peer discussion, and integrating manipulatives whenever I can. With time, students will organically begin to manipulative numbers on their own.

The following pictures are samples that I have pulled from student responses when asked to solve 24 x 9. Students that have the ability to see various ways to solve one problem have strong number sense.

Below is the complete list of strategies we came up with together as a class:

24 x 9 is close to 24 x 10 which I know is 240, so 24 x 9 must be one 24 less than 240. Answer: 216

25 x 10 is 225 so 24 x 9 must be 216.

12 x 9 is 108, so 24 x 9 will be double or 219.

20 x 9 is 180. 4 x 9 is 36. 180 + 36 = 216. 

24 x 4 equals 96. 96 + 96 = 192 plus one more set of 24 equals 216.

Area model of 24 x 9

Asking questions such as “Does this mathematically make sense?” And “What does this look like in visual form?” will force your students to justify their answers and use multiple strategies. Never accept only one way of solving a problem. Encourage students to share their methods and celebrate the diversity of strategies. Push student thinking and ask meaningful questions. I used the following questions to steer my students towards the equations above.

“How can we use doubles to solve this problem?”

“How can an area model help us solve a multiplication equation?”

“How can we use multiples of 10 to help us solve this problem?”

What Does Number Sense Practice Look Like In The Classroom?

A class that is heavy in procedural questioning lacks the practice of number sense. Students are relying on the memorization of algorithms to solve problems. I provide questions, especially word problems that are rigorous and deep in conceptual understanding. These sorts of questions lend themselves beautifully to discussions that build number sense. 

I also integrate Number Talks into my math block for extra practice that is specifically designed for number sense practice. Number Talks is a quick 5-7 minute discussion that builds mental math and number flexibility. CLICK HERE to read more.

The post The Power Of Number Sense In The Classroom appeared first on Tanya Yero Teaching.

What is number sense?

Number sense is one’s ability to manipulate numbers mentally. Flexibility is at the heart of number sense. Students with strong number sense can solve a problem in more than one way. The ability to problem solve is also connected to number sense. The four operations of math require the manipulation of numbers. Students need to have strong number sense if they are going to conceptually understand what they’re doing in your classroom.

How do I teach my students number sense?

To build number sense I implemented daily number talks into my math block. A number talk is a short (5-8 minutes) exercise designed to build number sense. During this practice students share how they solved a particular problem mentally. Implementing number talks in your classroom can feel overwhelming. Getting started with any new practice is always the hardest part. Here are 3 tips for implementing number talks in your classroom.

1.) MODELING is key.

You can’t expect your students to successfully complete a number talk if they have never seen what it looks like. Model how to “talk math.” Show them the different mental strategies that can be used to explain ways to problems. Spend some time at the start of your math block completing a number talk with your students. At first you will be doing the talking. After the first few weeks of school gradually release the responsibility over to your students. Have them work in groups or pairs initially and later have them complete a number talk independently.

2.) PREP as much as you can in advance.

Number talks are daily exercises so you will go through materials quickly. You need daily questions on hand. I keep my Grab and Go Number Talks on a binder ring and just pull a card for each day. Easy and quick!

3.) PUSH your students

Most students aren’t accustomed to doing math in this format. They are used to paper/pencil and step by step procedures. Asking them to think independently and innovatively will be hard at first. Expect silence. Expect not a lot of volunteers at first, but do praise those that step up to the plate. Praise the idea of solving one question in different ways. Your students will respond and start thinking independently.

Implementing number talks into my math block made my students better problem solvers. If you’re looking for an already made set of prompts and questions CLICK HERE.

The post 3 Tips for Implementing Number Talks in Your Classroom appeared first on Tanya Yero Teaching.

A few years ago I started integrating fluency interviews into my schedule. These 5 minute chats were a great way to interact with students one on one and get a better understanding of their mastery of fluency. It provided far more insight into my students’ thinking than any timed test could. My students enjoyed an alternative to timed tests. It diminished anxiety and brought a new level of understanding to my classroom.

Because I was taking a flexible stance on fluency that meant my assessments had to integrate flexibility as well. I created 10 question mini assessments that focused more on number sense than speed. My students completed these assessments on Friday’s. They took no more than 15 minutes and provided great insight into student performance. With the weekly alternative quizzes and the bi-weekly interviews, along with classroom observations, I had enough resources to track the progress of my students.

I found my students more relaxed when it came to fluency. It was part of our everyday routine so they were getting ample practice. This new approach built problem solvers versus stressed out children. Gone were the days where my students could only depend on memory alone.

Be sure to check out my Alternative Math Fluency Curriculum. Ready to go weekly quizzes and interviews are included in this curriculum.

The post Week 5: Implementing Alternative Forms of Assessment Math Fluency appeared first on Tanya Yero Teaching.

Students learn from one another. One of the most underused teaching strategies is peer coaching. If done properly misconceptions and clarification can be given to students in a peer setting. You are one person. You are grossly outnumbered in a classroom. As educators we want to be everywhere and help all, but we physically can’t.

I want activities that are quick, simple, and effective. I opt to use weekly fluency games so students can collaborate with one another and I can pull students that need more intensive instruction with fluency. The games usually last no more than 15 -20 minutes and everyone is productively working.

I also use fluency chats daily. Fluency chats are initiated with prompts that focus on building number sense. They can be used in partner or group settings to facilitate discussion amongst peers.

Student interaction will make your job easier. My Math Fluency Alternative Curriculum has ready to go activities for grades 4-5. Click here to see more about this product.

The post Week 4 – Providing Opportunities for Student Practice with Peers appeared first on Tanya Yero Teaching.

I love to talk. Do all teachers love the sound of their own voice like me?

It took me years to learn to stand back and let my students do most of the work. Thru trial and error I learned that the most authentic learning comes when I pose a question and let my students devise and execute a plan to solve it with minimal help from me.

I have my students sit in groups so collaboration is a quick transition. I use daily fluency chats so my students have practice with math talk. I want to hear rich vocabulary and concise explanation of different number sense strategies being used from my students. Not only is their understanding strengthening, but I am able to formally assess my students on a daily basis. Like writing, verbal explanation takes time for students to master. The more practice students have the more accountable talk you will hear.

For the first few weeks model your own thinking. Encourage students to find alternative ways of solving one problem. Teaching math fluency thru number sense is a great topic for accountable talk because of its diversity. There are countless ways to solve problems which naturally promotes discussion.

Below is a prompt my students completed and their responses.

Student A: I subtracted 33 from each number to get an equation of 300 – 134. Then I was able to mentally subtract because I made a multiple of 100 (300). I got the answer of 166.
Student B: I added 67 to each number, to make 400 – 234. My answer is 166.
Student C: I added 67 to just 333 to make 400. Then I subtracted 167 from 400 to get 233. Then I subtracted 67 from it to get 166.
Student D: I changed 330 to 300 and 167 to 170. 300 – 170 = 130. I then added back the adjusted amounts of 33 and 3 to equal 166.

This discussion is far more meaningful than any “drill and kill” worksheet containing math facts. Students are mastering facts and building problem solving skills.

My Math Fluency Alternative Curriculum contains resources for implementing accountable talk in your math block. Click here to view this resource.

The post Week 3 – Promoting Accountable Talk Centered on Fluency and Number Sense appeared first on Tanya Yero Teaching.

Writing is hard. Writing in math can be even harder. I can think back to many times I told my students we were going to work on writing and there was a collective groan. They would rather do 100 chores at home than write.

I teach at a school where we departmentalize. I’m responsible for providing instruction in the areas of math and science; however, I still hold my students accountable for writing in these content areas.

My school provides full-time gifted services. The majority of my students can procedurally solve a basic problem without any issues. When asked to explain their reasoning or the process they used to solve the problem, many of my students struggle. Anytime a student is learning something new writing can lead to deeper understanding of the material. Writing is not for the faint of heart. It takes critical thinking. The same is said for math fluency using number sense.

The picture below shows samples of different possible responses for approaching the 4 questions on the printable. I love the flexibility of number sense. There are so many ways to solve one equation. Because of this variety students of all different ability can connect and contribute.

I use these fluency chat prompts (found below) every day to start our math block. Students write their responses on whiteboards and then share out within groups or partners. It’s a way for students to learn from one another and gain new perspective on how to use the different number sense strategies.

If you want to start using these resources in your classroom my Math Fluency Alternative Curriculum offers these and so much more!

https://www.teacherspayteachers.com/Product/The-Math-Fluency-Alternative-Curriculum-BUILD-NUMBER-SENSE-for-Big-Kids-3446873

The post Week 2: Integrating Writing into Daily Math Fluency appeared first on Tanya Yero Teaching.

In order to effectively teach math fluency, we must define fluency. In years past math fluency has simply been defined as the speedy recall of math facts. Thus, the birth of timed assessments. We’re looking for how quickly a student can see a problem and regurgitate the answer. But does this approach support number sense and problem solving?

I built my math block on conceptual understanding, yet my approach to fluency did not support that depth of understanding. My quest for a better way to teach and assess math fluency began. First I evaluated what fluency meant to me now that I was striving for deeper thinking within this subject. I decided I wanted to teach and assess math fluency based on efficiency, accuracy, and flexibility. Efficiency and accuracy is nothing new to fluency. Timed assessments evaluate how fast a child can recall their facts and accuracy is simply if their answers are correct or incorrect. I revamped how I viewed efficiency. I merged efficiency and flexibility together. I stopped using timed assessments and became more flexible with how I assessed efficiency of facts.

When I taught new math standards I fostered the idea of approaching problems in different ways. We celebrated the flexibility of math and how different pathways could be used to solve one problem. Why not teach fluency in the same way? I started to integrate number sense practice so my students could see the flexibility of fluency.
In short number sense is the ability to manipulative numbers. For some students this comes naturally, while others struggle. Number sense starts in kindergarten. From the 10 frame to base ten blocks, number sense strategies are taught early on. Unfortunately these strategies start to take a back seat as students get older. Intermediate teachers need to implement opportunities for number sense development in their math blocks. Number sense needs to be cultivated daily. Here is a list of the number sense strategies I teach my students at the beginning of the year.

Addition:
Making tens – Manipulating numbers to make multiples of 10 or 100 to make addition easier
Friendly Numbers – Manipulating addends to make numbers that are easy to add.
Place Value – Separating addends by their place values (expanded form).
Compensation – Removing one quantity from one addend and adding that amount to the other addend.

Subtraction:
Removal – Decomposing numbers to make subtracting easier.
Place Value – Separating numbers by their place values (expanded form).
Adjustment – Adding or subtracting to make numbers that are easier to compute.
Keeping the same difference – Adding a certain amount to each number to make subtraction easier.

Multiplication:
Friendly numbers – Making a number that is easy to multiply. Next, subtract the amount you added on.
Partial products – Multiplying each digit of one factor by each of the digits in the other factors
Part-part whole – Decomposing or separating into friendlier numbers to make multiplying easier

Division:
Repeated subtraction – Subtracting equal amounts of the divisor from the dividend
Partial Quotients – Using easy multiples of the divisor and subtracting the amounts from the dividend
Part-part whole – Decomposing or separating into friendlier numbers to make dividing easier

I have taught 3rd and 4th grade, so I know the struggle is real when it comes to students memorizing x6, x7, and x8 facts. Instead of memorizing these facts, what if we taught them to manipulative an equation to suit their ability? Let’s take 48 ÷ 8. A student with strong number sense could change this fact to 40 ÷ 8 = 5 and 8 ÷ 8 = 1, thus arriving at the quotient of 6. Another could see 24 as half of 48 and divide 24 by 8 twice to arrive at the correct answer. It’s this manipulation of numbers that proves both children have number sense and mastery of certain facts. This is what we should focus on in terms of fluency; strong number sense.

It takes time. A lot of time. There will be moments when you think your students will never get on board. Stick with it. Through modeling and repetition they will catch on.

My Math Fluency Alternative Curriculum has various resources that provide ample practice of the strategies mentioned above.

Want a quick and easy resource to teach your students the different number sense strategies? Check out this FREE flipbook in my TpT store.

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The post Week 1: Teaching Strategies that Focus on Number Sense appeared first on Tanya Yero Teaching.

I wish I had a time machine. I would go back and change some of my routines I did in my classroom. Without a doubt I would modify the way I taught and assessed math fluency. I was an advocate of timed tests and rote learning of math facts. I sat in parent conferences and defended my stance on the importance of timed fluency tests. Thru professional development and trial and error I modified my fluency curriculum. I came to the conclusion that timed tests and merely recalling math facts did not support the core foundation of my math pedagogy.

I teach math conceptually. I believe that math curriculum is comprised of 30% procedural and 70% conceptual understanding. My main goal is to teach my students to be problem solvers; to work smarter, not harder. But that philosophy wasn’t being used by my students when it came to fluency.

The importance of math fluency hit home one day when I had my students check and grade their own timed tests. I have never noticed how many of them would have to write out 100 minus however many they got wrong to calculate their score. By 4th grade my students should have been able to mentally manipulate numbers within a 100. The time I spent adding rigor to my math block was being wasted if my students couldn’t carry that deep thinking into fluency.

Current trends in education focus on growth mindset, project-based learning, and critical thinking, yet many educators limit student growth by only using timed fluency assessments.

I developed a new process for teaching math fluency. My “5 Steps to Building Meaningful Math Fluency” outlines how I define, teach, and assess math fluency. Each step provides details and examples of how you can start implementing meaningful math fluency in your classroom.

 Week 1-Teaching strategies that focus on number sense (CONTAINS A FREEBIE!)

Week 2- Integrating daily writing practice

Week 3- Promoting math accountable talk centered on fluency and number sense

Week 4- Providing opportunities of student practice with peers

Week 5- Implementing alternative forms of assessment

Check out my new Math Fluency Alternative Curriculum in my TpT store for ready to go resources for the classroom.

The post 5 Ways to Foster Meaningful Math Fluency appeared first on Tanya Yero Teaching.