A weaker class pattern in arithmetic fluency can increase the mental demand of longer calculations. Pupils may understand the new concept but use so much attention recalling facts or procedures that they lose track of the wider task.

Fluency should connect facts, strategies and current learning. It is not simply answering quickly.

Retrieve what the lesson depends on

Before new learning, identify the small amount of arithmetic knowledge pupils will need. Retrieve it briefly and make the connection explicit.

For example:

• recall complements to 100 before subtraction with adjustment;

• derive 7 × 8 from 7 × 4;

• revisit equivalent fractions before adding fractions;

• retrieve powers of ten before standard form calculations.

If the prerequisite knowledge is insecure, teach or rehearse it. Do not turn retrieval into a test pupils are expected to fail.

Compare useful strategies

Present two methods and ask what each relies on. Discuss accuracy, efficiency and when a strategy is helpful.

For 19 + 36, pupils might compare partitioning with adjusting 19 to 20 and compensating. At Secondary, find 15% of 80 by adding 10% and 5%, then by multiplying by 0.15. Ask which method is quicker here, and which would be quicker for a 15% increase repeated over three years.

Build connected practice over time

Use short, low-stakes retrieval that revisits facts and strategies after a delay. Mix current work with carefully selected prior learning, then provide immediate feedback.

Where arithmetic fluency is slightly weaker, a brief prerequisite reminder may be enough. Where it is lower, plan regular connected retrieval and explicit discussion of derived facts.

Avoid timed competition as the default. If the school uses a timed times-table app such as Times Tables Rock Stars (paid), keep its timed games for facts pupils already know rather than for learning new ones.

Check it is working

Judge retrieval by the main task. If pupils use the fact or method without stopping to work it out, the retrieval did its job. If the same fact keeps holding up the main task, teach it again instead of only retrieving it.

When some pupils need more

This is whole-class practice. Pupils who need a temporary worked example, different practice sequence or structured intervention require additional provision.

Resources to look at

• Mastering Number at KS2 (NCETM and Maths Hubs, free to schools): five short sessions a week that build multiplication and division facts in Years 4 and 5, with a separate programme for Reception to Year 2. Schools join through their local Maths Hub. Places are limited and the KS2 programme is only open to schools already in a Primary Teaching for Mastery Work Group, so a class teacher can't sign up alone. If your school takes part, use this article's retrieval alongside those sessions.

• NCETM Checkpoints (KS3): over 250 short activities in PowerPoint, with notes on likely misconceptions and follow-up tasks. The Year 7 decks on arithmetic with integers, decimals and fractions give a quick check of what a Secondary class can already do before a topic depends on it.

Further guidance

• EEF: Improving Mathematics in Key Stages 2 and 3

Talamo has no commercial relationship with any of the organisations named here. We suggest them only because we think they could be useful to schools.