In sharing solutions of mathematical tasks, students may use various modes of representation such as: language (oral/written), numerical and symbolic, or drawings (pictures, diagrams or markings). In this paper we explore the potential of student drawings to provide evidence of mathematical fluency. Examples of young students' (5-8 years old) solutions to mathematical tasks are examined through the lens of drawing representations. The investigation suggested that students' drawings are valuable data when analysing work samples for evidence of mathematical fluency alongside other representations. [This paper is the second in a symposium of three papers. For the first paper, "Drawings Reveal Young Students' Multiplicative Visualisation," see ED616196. For the third paper, "Children's Drawings as a Source of Data to Examine Attitudes towards Mathematics: Methodological Affordances and Issues," see ED616198.]