This paper provides a pragmatic view of efficient use of graphics calculators. Efficiency is described in terms of quick and easy calculation, as debated and evidenced in a Year 12 calculus class. Students' methods of calculation are analysed in terms of the algebraic understanding and technical skills that underpinned them. Patterns in students' selection of methods from the available possibilities and the social promotion of methods are described. I argue that students showed critical attitudes towards quickness in calculation, that some were innovative and performed advanced algebra in their pursuit of quickness, and I identify implications of the students' actions for teaching and learning. (Contains 12 figures.)