Addition Facts. This page illustrates the Math Path way to memorizing Addition Facts.

Fig. 1

Sign in. This builds introductory typing skills, spelling skills, and digital dexterity.

Fig. 2

Addition, Subtraction, Multiplication, or Division are available choices..
Your child is going to work on addition facts, so he clicks on Addition.

Fig. 3

Test Addition Facts, Print Facts Worksheets, or Print Problems Worksheets are available choices..
He clicks on Test Addition Facts for memorization drills.

Fig. 4

Facts are divided into groups of 9 and bundles of 27. A child starts with Group A1 (9 facts) and sticks with it until it is mastered. Then it's on to Group A2, then A3, then Bundle A (27 facts), which combines groups A1, A2, and A3.
There are 27 facts that require brute (rote) memorization. These come in the first 3 groups. After that, things get a lot easier. For example, once a child has committed 8 + 6 = 14 to memory, it is not a giant leap of intellect to accept that the reverse of that, 6 + 8, also equals 14. Or that 1 added to any number increases that number by 1. So 8 + 1 must equal 9. ("What comes after 8, Junior?").

Fig. 5

A query appears...and a timer! All 9 facts are queried, randomly generated to vary the order of presentation. The timer dwell is adjustable (from 3 to 7).
Although many facts can be "reasoned" to, a fact is not really mastered until the response is immediate and automatic. The timer sees to that.

Fig. 6

The child clicks on the correct, or incorrect, answer on the number line. Mastering the Mouse click greatly improves hand/eye coordination.
Using the number line combines cardinal ("how many?" - 1, 2, 3...) and ordinal ("which one?" - first, second, third...) concepts. Many a kid knows that 3 & 2 equal 5, but has trouble actually locating 5 between 4 and 6 on a number line.

Fig. 7

A wrong answer or expired time leads to another place, where the problem is solved with moving counters.
Two groups of counters are combined to form one group, and that group is assembled into a "readable" format.

Fig. 8

Three counters and 2 counters are combined to form 5 counters.
There is no timer attached to this part of the program, so time is available to discuss memory aids (if 3 + 2 equals 5, then the reverse of that, 2 + 3, also equals 5. That's pretty simple, huh?).

Fig. 9

There is a separate answer sheet for each of the 9 groups. This is much less cumbersome than working with answer sheets containing all 100 facts.
The answer sheet is always at the child's elbow, though it is frowned upon to use it during timed queries.
One very good reason for the answer sheet to be at hand is that it is much better for a child to view the complete statement (3 + 2 = 5) than just the query
(3 + 2 = ?), as with regular flash cards.

Fig. 10

The correct answer is determined and entered on the number line (see Fig. 8). Then it's back to the main board (Fig. 10), where the query is repeated.
The correct answer must be entered here or it's back to you-know-where.

Fig. 11

When all 9 facts have been queried, the results of the exercise are displayed, then printed. The child quickly accumulates a visible record of improving scores, proof of success that fuels further efforts.
It's hard to overstate how important it is for the child to have a record of achievement. He or she can leaf through these results and see the number of missed queries diminish until there are none missed, which is proof that the group has been mastered.
Because there are zero wrong on Friday doesn't mean there will be zero wrong on Monday. Review is a necessary component of truly mastering all the facts.

Fig. 12

Two or 3 turns at a group (the same group) of addition facts is enough computer work. Now it's on to paper and pencil work. Figure 12 is the same menu as figure 3, only now the child clicks on Print Facts Worksheets. This time around the computer generates worksheets for the particular group the child is working on.

Fig. 13

The Addition Facts worksheets have 20 individual little addition problems, generated at random from the 9 facts being studied. The randomness prevents patterns from forming, which would intrude on the learning process.
Problems? Did I say addition problems? The child thinks he's doing addition problems, but, in fact, he's still studying addition facts. It's a device to continue the learning process on arithmetic facts while laying the groundwork for addition problems that are just around the corner.
What's with those funny squares?
Go to Arithmetic Explained to find out.

Fig. 14

The child fills in the top squares with the problem, then puts the answer in the bottom square(s), using the answer sheet (Fig. 9) if necessary. Then it's on the next problem.
Those funny squares are the very best way there is to introduce a child to place value. Teaching place value to small children usually consists of endlessly chanting, "Keep your numbers lined up." With Math Path, it consists of saying once or twice, "Only one number to a square."
The squares provide a structured environment for a child to do the work at hand, which is to learn the addition facts, and stay in the comfort zone. The transition to free form (no squares) is seamless and painless.