Semple Math - Simply Unforgettable

All the students in my class are using the program. We spend about four days a week, using the first 35 minutes of class (Math). We review the cards almost daily at some point in the day. The kids enjoy the program and activities.

We are also spending half or more of our Math class with our (name of common program removed) and almost 10% of our time with (name of common program removed) on topics not well covered by (the first non-Semple text mentioned). I see the students using and verbalizing Semple Math when figuring the answers but not in problem solving.

Jan Semple (Author): Not to worry. The word problems and problem solving will come. We are building the necessary vocabulary and conceptual understanding first.

Using the Semple Math approach they are on grade level because the math being worked on (Lesson 27) is adding up to 10. Second graders at this time should be working more fluently with facts to 18. They are all responding to the visuals and the mnemonics help place the numbers appropriately and instant recognition of the facts themselves, instead of counting.

Jan Semple (Author): Semple Math is not only a different approach (methods) but it also employs a different ordering of skills. We cover the content of the State Standards up to and including fifth grade. However, we have found that our particular sequence yields the greatest success overall.

As we evaluate learning materials I would ask that we discriminate between “effective with the student” and “being in compliance with the State Standards.” These are two distinct results and they are not always compatible. We sometimes have to sacrifice one (in the short term) for the other. I agree that both should (ultimately) be served.

The children enjoy the “game” of instant fact recognition. They also enjoy the coloring and dot to dot or other coloring activities. The emphasis being on the picture, 6's, small doubles, etc instead of computation and “being smart” or capable seems to make doing the work a pleasure for most of the class.

They seem very easy, almost too easy, but then the program is being combined with the regular texts so it may be done more quickly and completed sooner than where we currently are at.

Yes, because of the very reason I understand it was created years ago, not all the children learn the straight numbers approach. Some are very visual and the encouragement of instant recognition and mnemonics is very helpful for those students.

Jan Semple (Author): Thank you for your feedback and continued participation. Your comments are right on target for the first half of Level One of the program. It is basic, it is easy and it does not leap to certain first grade skills right away because other sub skills must be in place first. I am eager to see you continue. This program will take the average, mainstream student from zero math ability to 5th grade level mastery in three years if the student is immersed in Semple. It will be interesting to see what your second graders are capable of by the end of the year.

Thank you for letting us know which lesson you have reached. Your comments are clear, concise, and specific. You are obviously giving this Challenge a good deal of your time and careful consideration. It is greatly appreciated. Please carry on!


Austin, Texas, Round 2 Cindy DePutron Matthews Elementary School 1. How many students remain in the Semple Math Challenge? Whole Class 2. How have you incorporated Semple Math materials into your curriculum? All the students in my class are using the program. We spend about four days a week, using the first 35 minutes of class (Math). We review the cards almost daily at some point in the day. The kids enjoy the program and activities. We are also spending half or more of our Math class with our (name of common program removed) and almost 10% of our time with (name of common program removed) on topics not well covered by (the first non-Semple text mentioned). I see the students using and verbalizing Semple Math when figuring the answers but not in problem solving. Jan Semple (Author): Not to worry. The word problems and problem solving will come. We are building the necessary vocabulary and conceptual understanding first. 3. What progress have you seen in their math skills over the last 30 days? Are they on or below grade level? Using the Semple Math approach they are on grade level because the math being worked on (Lesson 27) is adding up to 10. Second graders at this time should be working more fluently with facts to 18. They are all responding to the visuals and the mnemonics help place the numbers appropriately and instant recognition of the facts themselves, instead of counting. Jan Semple (Author): Semple Math is not only a different approach (methods) but it also employs a different ordering of skills. We cover the content of the State Standards up to and including fifth grade. However, we have found that our particular sequence yields the greatest success overall. As we evaluate learning materials I would ask that we discriminate between “effective with the student” and “being in compliance with the State Standards.” These are two distinct results and they are not always compatible. We sometimes have to sacrifice one (in the short term) for the other. I agree that both should (ultimately) be served. 4. 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. The children enjoy the “game” of instant fact recognition. They also enjoy the coloring and dot to dot or other coloring activities. The emphasis being on the picture, 6's, small doubles, etc instead of computation and “being smart” or capable seems to make doing the work a pleasure for most of the class. 5. How does the portion of Semple Math you have now seen compare to any “non-Semple” learning materials you have used in the past? They seem very easy, almost too easy, but then the program is being combined with the regular texts so it may be done more quickly and completed sooner than where we currently are at. 6. Has any standardized or local testing been done as part of this Challenge? No 7. Would you recommend this program to other educators? Yes, because of the very reason I understand it was created years ago, not all the children learn the straight numbers approach. Some are very visual and the encouragement of instant recognition and mnemonics is very helpful for those students. Jan Semple (Author): Thank you for your feedback and continued participation. Your comments are right on target for the first half of Level One of the program. It is basic, it is easy and it does not leap to certain first grade skills right away because other sub skills must be in place first. I am eager to see you continue. This program will take the average, mainstream student from zero math ability to 5th grade level mastery in three years if the student is immersed in Semple. It will be interesting to see what your second graders are capable of by the end of the year. Thank you for letting us know which lesson you have reached. Your comments are clear, concise, and specific. You are obviously giving this Challenge a good deal of your time and careful consideration. It is greatly appreciated. Please carry on!
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