Ensuring students master their basic facts is a shared priority among teachers, parents, and administrators. As a result, the number of available resources for basic facts instruction, from concrete to virtual, is vast and continues to grow. Basic fact fluency has always been of interest to elementary school teachers and is particularly relevant because a wide variety of supplementary materials of varying quality exist for this topic. This article unpacks eight common unproductive practices with basic facts instruction and assessment: (1) Not encouraging every student--including those who already know their facts--to learn reasoning strategies; (2) Telling a strategy rather than providing explicit strategy instruction; (3) Teaching facts in order of addend or factor size (0s, then 1s, then 2s, etc.); (4) Not using a coherent, multi-grade approach to facts instruction; (5) Teaching only the think addition strategy for subtraction facts; (6) Using traditional forms of fact practice; (7) Pressing for speed; and (8) Using timed testing to assess fluency.