Semple Math - Simply Unforgettable

Jan Semple (Author): It is unlike any materials you have used before, I am sure. Please continue to execute the program as written. Every little lesson/skill/clue will lay the foundation for the next. The key is to use the dialog. Each lesson has a series of questions and answers for the teacher and student. You will be surprised how accurately it predicts the student response.

Jan Semple (Author): I agree!

By splitting the class you have created a large group of what I assume are mainstream or gifted students and a small group of "at risk" students. Educators who use Semple often begin in this manner. As the small group moves through Level One you will see their level of skill come to equal and even exceed the skills demonstrated by your mainstream students. Near the end of Level One please consider having a contest where students from both groups compete by doing long column addition as fast as they can. Feel free to make the columns quite long. Educators who use our program as written commonly find that "at risk" (Semple) students are able to add columns faster and more accurately than mainstream students who are one or two years older.

Please note, although we divide the program into four levels focussed on the four operations, each level brings the student to fifth grade competency. I am excited to know that you will witness the performance of these two groups side by side in the same classroom. You're right, it is work to learn a new way to teach mathematics. But that is exactly what most of us are looking for... a positive change.

Thank you for your continued participation in the Challenge, Mary. I am looking forward to your next round of feedback in 30 days.


Austin, Texas, Round 1 Mary Zuniga Matthews Elementary School Austin Independent School District 1. How many years have you taught? 3 2. What grade level are you currently teaching? 2nd 3. What do you teach? General Ed, Elementary 4. How many students have you enrolled in the Semple Math Challenge? Started at 20, now I have a 5 person study group. Jan Semple (Author): This will give you a unique opportunity. I will explain later. 5. Have you executed the program in good faith, as written with no omissions or substitutions thus far in the Challenge? Yes 6. Please comment on the math performance of each student as they entered the Challenge. Were they on or below grade level? Below 7. What progress have you seen in their math skills over the last 30 days? Are they on or below grade level? Below 8. How do you rate the overall attitude, outlook and self-esteem of each student on a scale of 1 - 5, 1 being the lowest score? Comments are welcome. 4 9. How does the portion of Semple Math you have now seen compare to any "non-Semple" learning materials you have used in the past? (Please do not identify and materials and programs by name.) More concrete and hands-on. Utilizes memorization. Requires more effort on the part of the teacher to figure out what needs to be taught and how. Jan Semple (Author): It is unlike any materials you have used before, I am sure. Please continue to execute the program as written. Every little lesson/skill/clue will lay the foundation for the next. The key is to use the dialog. Each lesson has a series of questions and answers for the teacher and student. You will be surprised how accurately it predicts the student response. 10. Has any standardized or local testing been used as part of this Challenge? If so, please explain the means of assessment and share your findings with consideration for student privacy. No. 11. Would you recommend this program to other educators? Why or why not? Yes. It focuses on skills that are otherwise missed by certain students. Jan Semple (Author): Thank you! 12. Should we sponsor a second round of the Challenge and for the purpose of sharing our Times Tables Kit? Yes. Jan Semple (Author): I agree! By splitting the class you have created a large group of what I assume are mainstream or gifted students and a small group of "at risk" students. Educators who use Semple often begin in this manner. As the small group moves through Level One you will see their level of skill come to equal and even exceed the skills demonstrated by your mainstream students. Near the end of Level One please consider having a contest where students from both groups compete by doing long column addition as fast as they can. Feel free to make the columns quite long. Educators who use our program as written commonly find that "at risk" (Semple) students are able to add columns faster and more accurately than mainstream students who are one or two years older. Please note, although we divide the program into four levels focussed on the four operations, each level brings the student to fifth grade competency. I am excited to know that you will witness the performance of these two groups side by side in the same classroom. You're right, it is work to learn a new way to teach mathematics. But that is exactly what most of us are looking for... a positive change. Thank you for your continued participation in the Challenge, Mary. I am looking forward to your next round of feedback in 30 days.
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