The purpose of this study was to compare the efficiency of CCC(3C) and calculation strategies instruction on the improving fluency levels of addition and multiplication of fourth grade students. The research has been conducted to four female and two male students who were at the fourth grade of Primary School in Çanakkale. “Adapted Alternating Treatment Design” which was one at the single subject designs, was used as a research design. Students are divided into three small groups with random sampling Each group attended sessions twice a day at different times. Sessions are made to be 4 times per week in lessons. For example, the students have worked to improve their multiplication fluency with 3C technique in first session and they worked to improve their addition fluency with instruction calculation strategies in other session. Each session has been directed by the author herself. For reliability findings; three session was followed by a selected observer. Research has continued for three weeks. According to the findings; The 3Cs and calculation strategies have similarly affected the increasing of the fluency levels of addition and multiplication.As a result of the interviews, the students prefer more to calculation teaching strategies presented in small groups with games and activities. The findings of the social comparison have displayed that, after teaching sessions, the means of the fluency levels of addition and multiplication of the fourth-grade student-participants who were unsuccessful in maths became either closer to or greater than the means of the fluency levels of the rest of the fourth-grade students.