Potential benefits of providing elementary school students experiences with coding robots are well-documented. These include building skill sets related to logical thinking, problem solving, persistence, collaboration, and communication (Harrell 2015). The authors embrace the value of coding in helping elementary school students develop these skill sets, as well as the value that these skill sets have in helping students learn mathematics. However, they wanted to boost the benefits of coding even further by using coding to help K-2 students learn specific mathematics content. This article highlights their experiences in using coding to engage K-2 students with specific mathematics standards, while students simultaneously gain the more well-documented benefits of coding. In reflecting on these experiences, and what went smoothly and what did not, they realize that they ultimately developed a structure that was helpful for them in implementing coding in the mathematics classroom. They call this structure a "Coding to Learn Mathematics Progression." In this article, they will share this progression as they reveal the practical "nuts and bots" of their experiences in using coding in the classroom to help K-2 students learn mathematics.