© 2018 by Classical Conversations® Multimedia

First edition published 2003. Second edition 2005. Third edition 2009. Fourth edition 2012.

© 2003, 2005, 2009 by Classical Conversations, Inc.

All rights reserved. See restrictions and allowances below.

Unless otherwise noted, all Scripture references in this guide are taken from the King James version.

Scripture references marked (NIV) are taken from the Holy Bible, New International Version, ® NIV.®
Copyright © 1978, 1978, 1984, 2011 by Biblica, Inc.™ Used by permission of Zondervan. All rights
reserved worldwide.

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Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
MEMORY MASTER OVERVIEW

Who is a Classical Conversations Memory Master?

A Classical Conversations® Memory Master is a child registered in a Classical Conversations Foundations
community who has memorized 100% of the current year’s memory work as found in the Classical
Conversations Foundations Curriculum; recited 100% of that information to one of his or her parents and
tutor; and completed a spot check by his or her Foundations director.

What is the purpose of Memory Master?

The purpose of Memory Master is to encourage and reward demonstrations of excellence in subject
memorization and recitation, which are two skills that will serve students well along their educational
journeys.

What is the Memory Master process like?

The Memory Master process consists of three oral recitation proofs. A proof is when a Memory Master
candidate’s parent, tutor, and director use the subject summary proof sheets found in the Foundations
Curriculum and the cycle proofing pages found in this guide to keep record of memory work mastered. Having
three proofs enables a student candidate to become comfortable reciting information to a variety of people,
and gives the student and parent good feedback on the student’s strengths and weaknesses. The first proof is
when the parent asks his or her child 100% of the cycle’s memory work, and keeps record of any misses on
the proofing pages. The second proof is when the child’s tutor asks him or her 100% of the cycle’s memory
work, and keeps record of any misses on the same proofing pages. The third proof is with the director, and
only happens if the student shows 100% mastery of the memory work with the tutor. This final proof will
cover about 25% of the memory work and will be randomly chosen by the director. Parents are always
welcome to observe any part of the Memory Master proofing process.

Who is a good candidate for Memory Master?

Any student who can show ownership of the memory work, practice it regularly at home, and participate well
in class is a good candidate. These are typically the Journeymen or Master students, although younger
students may also proof and have done so successfully. Parents who choose to attempt Memory Master with
younger children (under fourth grade) may want to consider that their child would have the opportunity to be
a Memory Master of the same cycle more than once. Repetition is part of a classical education, and being
Memory Master of the same cycle twice is great! Not every family will be interested in Memory Master
proofing, and that is fine. It is a big undertaking for anyone!

How does a family prepare for the Memory Master process?

The best preparation for the Memory Master process is for families to participate weekly in their local
community and practice memory work the other four days of the week. Parents are encouraged to use the
Subject Summary Proof Sheets located after every cycle in the Foundations Curriculum, Fifth Edition to aid in
drilling the memory work at home

When and how does the Memory Master process start?

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Directors should communicate with their communities from the beginning of the year so that proper
planning and study can take place, and so that parents and tutors can begin to prepare themselves for this
responsibility and time commitment. Often directors will discuss with their community the commitment and
the process that Memory Master requires. Once the parents and the student have made a firm decision to
work toward the goal of Memory Master, they should inform the director and tutor, usually early in the
second semester.

What is the “commitment” to Memory Master?

The commitment to Memory Master is a little different for each child. It is a time-consuming process, and it is
recommended that families enter into this process with enthusiasm. Parents should encourage older
Foundations students to “own” their memory work and to practice it daily. Students cannot “cram” the
memory work in two weeks before proofing and expect to gain true mastery of the material. If a student
masters each week’s memory work along the way, then the Memory Master process is much easier. The
younger the child, the more time and energy mom or dad will need to invest. The proofing process is intense,
with the child usually repeating the entire body of information in one setting. Consider your child’s heart
when you are making the decision to begin the Memory Master process. A student who begins the Memory
Master process can decide at any time to stop, and this is fine. Mom or dad should just let the tutor and
director know. The child’s age and his or her level of comfort with this kind of proofing setting should be
seriously considered. Memory Master is not for everyone, and those who do not choose to go through the
Classical Conversations Memory Master process can still expect mastery of most subjects and reward their
children at home.

THE PROOFING PROCESS

The proofing process provides your student with a great opportunity to practice the skills of reciting
information within a safe, Christ-honoring environment. As parents, be careful not to become too focused on
the title of “Memory Master.” For those who do achieve Memory Master, celebrate and emphasize the
student’s discipline and hard work over the content and title of Memory Master. It’s also a great opportunity
to help your child celebrate others’ successes.

What is needed to complete the Memory Master proofing process?

The Foundations Curriculum, Fifth Edition and this Memory Master Guide are the two main resources
needed to walk through the Memory Master proofing process. The cycle Subject Summary Proof Sheets
located at the end of each cycle section can be used as a quick reference when proofing. In addition, it is
recommended that the parent makes one copy of the specific cycle Memory Master Proof Sheets from this
guide to use as a record for each proof. The Black Line Master maps from the Foundations Curriculum or
the Black Line Master map from Trivium Tables®: Geography are needed to proof the geography portion of
the process.

How do I start the proofing process?

First, make sure that your director and your child’s tutor know that your child is going to attempt the
Memory Master process. Second, copy the correct cycle’s Memory Master Proof Sheets from this guide. As
your child walks through the Memory Master process, each proofer should fill out the pages as he or she
moves from proof to proof. Bring the pages to your director for the final proof.

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What and when is the first proof?
After much study and practice, the first proof is between the student and his or her parent. The parent will
use the prompts from the proof sheets and will ask 100% of the cycle’s memory work. Parents should record
the student’s misses on the proof sheets. Students should begin proofing with a parent in earnest sometime
around Week 21 or 22. This means that a student will need to work ahead and study the memory work for
Weeks 23 and 24. In the first proof, the student should have no more than three misses per subject. At this
point the student should be able to recite the entire body of memory work in less than three hours, usually
around two hours. If the student is struggling or is uninterested in the process, consider having some kind of
special recognition at home for that student’s hard work and achievement and trying for Memory Master
another year.

What and when is the second proof?

The second proof is administered by the student’s tutor near Week 22 or 23. The tutor will proof 100% of
the cycle’s memory work, paying particular attention to those areas of weakness in the first proof. Tutor
should record the student’s proof results on the same proof sheets used by the parent for the first proof. In
the second proof, the student should have no misses per subject, and he or she should be able to recite the
memory work to the tutor confidently and successfully, with ease. If that is not the case, the tutor will
recommend that the student try again next year and will not advance the student to the director. Grace is
encouraged, and the small glitches should be given a second chance, but repeat attempts should not occur
more than once or twice in the tutor’s complete proofing. We require mastery, but not necessarily perfection.

Who should proof with the tutor?

A student who proof completed a proof with his or her parent and had no more than three misses is ready for
the second proof with the student’s tutor. It is the parent’s responsibility to make an appointment with the
child’s tutor for the second proof.

Why is the tutor performing the second proof?

The tutor has established a relationship with the student and has a good feel for that student’s true ability.
Therefore, it is important that the tutors are part of the Memory Master proofing process. Because of that
unique relationship, shy or less confident students may feel more at ease in proofing. If there is a time conflict
or other extenuating circumstances, a student can perform the second proof with another tutor from his or
her community.

How long does it take to proof?

The first proof will take the longest, and as the student becomes more confident and concise with the
memory work, the recitation will go somewhat quicker. Expect about two to two and a half hours in the
beginning. By the tutor proof, a child should be able to recite the entire body of material in about an hour
and a half. If a child is taking much longer than this, you may need to postpone the Memory Master process
until next year. Repetition is key to brain development, so do not give up! This is why we repeat cycles.

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How many misses can a student get with the tutor?
None. The student must recite 100% of the Foundations memory work for the current year’s cycle with
100% accuracy. Since mastery is not always flawless, a student may occasionally have a little hiccup in the
memory work recitation. He or she may get something mixed up, or accidentally leave out a term. If this
circumstance happens, then the tutor can ask for the student to recite the answer again or can come back to
the stumbling block later during the proof time. However, a student who has mastered the material will rarely
stumble and should be able to get the correct answer. If the student has multiple hiccups, then the tutor
should talk with the parent and suggest waiting another year for Memory Master. It is vital for the tutor to be
confident that the student is ready for the final round with the director. At this point, if the student is not
quite ready, it is better to be candid and encourage the child to keep practicing and simply celebrate at home.

What does the director proof consist of?

The director proof is the final step in the Memory Master process. The student, having completed the parent
and tutor proof, should be comfortable and able to recall any piece of information he or she is asked,
effortlessly. The director should have a predetermined sampling of questions from all subjects (approximately
25% of the memory work) which he or she will use to spot check the Memory Master candidate. The director
should cover the same amount of material with each student, but the content should not be exactly the same
for each student. In general, material presented later in a semester is more difficult for students to remember
because it tends to be reviewed less. Directors should select content that is a good combination of older and
newer memory work and remember that the goal of the final proofing is not to trip students up, but to
celebrate their efforts and demonstration of mastery. This part of the proof should take no more than about
twenty minutes per student and should be a time of affirmation and celebration of the hard work the student
has put forth, confirmed and recognized by the director’s quick proof.

When does the director proof take place?

The director proof can take place once the student has completed the tutor proof successfully. Usually, this is
on Week 24, or a director can choose to offer the final proof on Week 25, which is one week after
Foundations programs end. Final proofs should not be done any later than Week 25.

Can the student miss any questions in the director proof?

No, the student should be able to answer any question that the director asks from the memory work quickly
and effortlessly. This does not mean the student has to be perfect, but he or she must exhibit mastery of the
information.

What is the difference between mastery and perfection?

Students’ recitation of all the cycle’s memory work should be effortless. Is the implication that the student
should take only a couple of seconds to produce the answer? Effortless recitation is the goal, but grace is
also important. Context, context, context! Consider the age of the child. Consider how many years the
child has been in Foundations. Consider the proof sheet and see how the child has done on the previous
proofs.

A few years ago, a model Foundations director proofed eight children, ranging in age from eight to twelve.
The youngest was actually the strongest student and was, indeed, able to produce his memory work
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effortlessly. This director had another student who was a year older and did really well on all his memory
work except for one thing: he blanked on one of the timeline cards. The director tells us that three years
ago, she would have failed him. But today, she gave him several chances to get it. She encouraged him but
didn't give him prompts. He was getting "Olmecs of Mesoamerica" confused with “Mayans of
Mesoamerica.” His brain just kind of shut down there. She could see on his proof sheet that he had
recited this card correctly two times before. He could come up with the "Mesoamerica" part but couldn't
put the two in the correct order, so she gave him time, let him back up a few cards and try again, and
finally, just as she was about to give up, the light bulb finally came on, and he found that label in his
mental warehouse.

According to the letter of the law, she should perhaps have failed him since he wasn't effortless at that
point. But in context, we are elevating the hard work of succeeding with an oral exam, not looking for
perfection. In her words, this director is a rather legalistic, black-and-white person, but she has come to
learn that there can be extenuating circumstances, and that it's okay to work with students for a few
minutes rather than just calling "right" or "wrong.”

Another time, this Director asked a student “What is the first law of thermodynamics?” and the student
gave the definition for "the second law of thermodynamics.” The director smiled and said “Whoops,
wrong one. Can you try that again?" The student realized his mistake and gave the correct definition. The
director applied grace and accepted the answer. The student may not have demonstrated perfection, but
he did demonstrate mastery, which is, after all, what is being evaluated in our Memory Master proofing
process.

HOW TO PROOF SUBJECT BY SUBJECT

It is always a good idea for parents to have conversations with their child’s tutor and director to discuss
how they proof memory work at home.

Math Facts
Math memory work includes multiplication facts, conversions, laws, and formulas. Students aged nine and
under may recite the skip counting songs for these facts. Students aged ten (by January 1 of that year) and
older must recite the complete multiplication facts. Regardless of ages, all students can recite the squares and
cubes singing or chanting. Depending on the age of the students, the tutor should present weekly by
prompting:
“What are multiples of 2?” and students recite “2, 4, 6…, 26, 28, 30”
“What are the multiplication facts for the 2s?” and students recite “2x1=2, 2x2=4…, 2x15=30”
Another example includes using the headings as prompts (“Tell me linear equivalents”), and having students
recite the list of linear equivalents. A different option for reciting the same memory work would be asking the
list of linear equivalents individually: “A cups equals how many ounces?” and the students recite “one cup
equals eight ounces.”
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When the director proofs the student, he or she will prompt only a portion of the math memory work, about
25%. The director will prompt with “What does the distributive law state?” and the student recites “the
distributed law states “ ‘a’ parenthesis ‘b’ plus ‘c’ parenthesis equals ‘a’ times ‘b’ plus ‘a’ times ‘c.’” Another
example would be asking “How many teaspoons equals a tablespoon?” and the students recites “three
teaspoons equals one tablespoon”; or “Tell me teaspoons and tablespoons” and the student recites the list.

Parents should have conversations with their child’s director and tutor to decide on an appropriate method
for proofing math memory work. The best practice is oral recitation of all math memory work, including skip
counting songs, chanting math facts, listing math conversions with or without prompt headings, laws and
formulas, but there are circumstances when alternative proofing processes could be used:

• Recite using multiplication flashcards in order and the student must say the problem and the answer. If
flashcards are out of order, student may give only the answer.
• Write out the math facts simultaneously while chanting them; the student cannot write the facts and then
skip count the answers but must write and answer the facts as he or she goes. Write out math conversions,
laws, or formulas. This is a very time-consuming proof and should be carefully considered when
choosing a method.

Latin
Cycle 1: Noun Declension Endings
The tutor should present weekly by prompting “What are the first declension noun endings?” and having the
students reply “a, ae, ae, am, a; singular first declension” and continue with the plural for each declension.
The student can recite, sing, or spell the noun endings. Since Cycle 1 Latin memory work is presented twice
during each semester, and the director only proofs 25% of the memory work, the director should proof all
Latin memory work. The director will prompt with “What are the first declension noun endings?” and the
student should reply “a, ae, ae, am, a; singular first declension” and continue with the plural for each
declension. If the student spells the endings, the macrons are not required for Memory Master.

Cycle 2: Verb Conjugation Endings

The tutor should present weekly by prompting “What are the 1st conjugation endings, present tense?” and
having the students reply “present tense, o, s, t, mus, tis, nt.” The students can recite, sing, or spell the verb
endings. They will learn the name of each tense and recite the correct endings. They are not responsible for
the pronouns or the number (singular/plural). Since Cycle 2 Latin memory work is presented twice during
each semester, and the director only proofs 25% of the memory work, the director should proof all Latin
memory work. The director will prompt with “What are the 1st conjugation endings, present tense?” and the
student should reply “present tense, o, s, t, mus, tis, nt.” If the student spell the endings, the macrons are not
required for Memory Master.

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Cycle 3: Latin Vocabulary, Rules, and John 1: 1–7 Translation
Student should be able to translate the vocabulary words from Latin to English and vice versa as well as recite
Latin rules and John 1:1–7 in Latin and English. The student does not need to know how to spell or write the
words. For weeks 1–8, tutor should present weekly by prompting “What is Latin for without?” and having the
students reply “sine.” The tutor should mix it up and prompt “What is English for de?” and the student would
reply “of.” For weeks 9–11, the tutor should present weekly by prompting “What is the Latin rule for verbs?”
and having the students reply “Latin verbs have different endings called conjugations.” For weeks 12–24, the
tutor should present weekly by prompting “What is the Latin and English translation for John 1:6?” and
having the students reply “fuit homo missus a Deo; there was a man sent from God.” After practicing weekly,
the goal is for every student to recite John 1:1–7 in Latin as well as in English. It is a best practice for tutors to
present and students to recite the English translation of John 1:1–7 taken from the Vulgate as it is listed in
the weekly memory work. Since part of Cycle 3 Latin memory work is inclusive and the director only proofs
25% of the memory work, the director should proof a sampling of the rules and translation of John 1:1–7.
The director could prompt with “What is the Latin rule for articles?” and the student should reply “Latin has
no translation for articles a, an, the.” Then the director could prompt with “What is the Latin translation of
John 1:1–7?” and the students would recite John 1:1–7 in Latin. Technically, by proofing this way, the
director would proof more than 25%, and that is okay.

Science Facts
Science memory work is also comprised of various definitions and word lists. The tutor should present weekly
by prompting “What are some types of seed plants?” and having the students recite “Some types of seed plants
are monocot, dicot, conifer,” or students can repeat the question and recite the list. The science lists do not
have to be in the same order as in the Foundations Curriculum, as long as all of the parts of the list are recited
and the order isn’t a fundamental part of the memory peg (as it would be for Cycle 2, Week 1 “What
occurred on each day of creation?”). When the director proofs the student, he or she will prompt only a
portion (25%) of science memory work. The director will prompt with “What is natural selection?” and the
student should recite “Natural selection is the idea that the fittest survive and pass along their traits to their
offspring.”

English Grammar
English grammar memory work is comprised of various definitions and word lists. The tutor should present
weekly by prompting “What is an infinitive?” and having the students reply “An infinitive is ‘to’ plus a verb
used as a noun, adjective, or adverb.” Another example would be “What are the helping verbs beginning with
has?” and the students would recite “has, have, had.” Since some of the English grammar memory work is
learned bit by bit (e.g., like the prepositions), students could also memorize a chant or song of the entire list
and recite it during Grammar Review. When the director proofs the student, he or she will prompt only a
portion (25%) of English grammar. The director will prompt with “What are the nominative pronouns?” and
the student should recite “the nominative pronouns are I, you, he/she/it, we, you, they.” Another example
would be “What are the prepositions?” and the students recite the entire list “about, above…within, without.”

Timeline
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The Classical Acts & Facts® History Cards timeline should be memorized. In community, the tutor will present
weekly the title of each timeline card and encourage students to recite. The student can sing, chant, or speak
the timeline, with or without hand motions. For the final Memory Master poof, students may not use any
music in the background if they choose to sing. The dates, which are on the “Timeline Song” published by
Classical Conversations®, are not required. Memory Master candidates should be able to start with the title of
the first card and recite every title of every card in order. When the director proofs the student, he or she will
prompt only a segment making up 25% of the timeline, and the student should be able to pick up there and
continue until asked to stop. For example, the director might prompt with “tell me the timeline beginning
with The Middle Ages until I say stop.” The student recites “The Middle Ages, Council of Chalcedon,
Western Roman Empire Falls to Barbarians, Byzantine Emperor Justinian—” Director interjects “Stop. Now
tell me the timeline beginning with Age of Industry until I say stop.” The student recites “Age of Industry,
James Cook Sailed to Australia and Antarctica, American Revolution and General George Washington,
Madison’s Constitution and the Bill of Rights, French Revolution…”

History
The history memory work should be proofed using the prompts that are on the proof sheets, which are the
same prompts that are in the weekly memory work in the Foundations Curriculum. The tutor should present
weekly by prompting “Tell me about…” and the student should say, sing, or chant the entire history sentence
correctly. When the director proofs the student, he or she will prompt only a portion (25%) of the history
sentences. The director will prompt with “Tell me about…” and the student should say, sing, or chant the
entire history sentence correctly.

Geography
The Color Labeled Key maps and Black Line Master maps are located in the Foundations Curriculum and on
the cycle-specific Trivium Tables®: Geography. The tutor should present weekly geography using a combination
of both the Colored Labeled Key and Black Line Master maps and the “Show and Tell” method to
demonstrate mastery of the geography memory work. The geography headings are not required for proofing
or memorizing, and only serve as a general focal point of the locations. When the director proofs the
students, he or she will prompt only a portion (25%) of the geography locations. The Black Line Master maps
are required for Memory Master proofing, and the director will prompt with the “Show and Tell” method.
All proofers should use a combination of the “Show and Tell” method:
• Show Me
➢ The proofer will prompt the student with “Show me the Bay of Bengal.”
➢ The student shows by pointing to the Bay of Bengal on the Black Line Master Map.
• Tell Me
➢ The proofer will point to a location on the Black Line Master map and prompt the student “Tell me
what this is (pointing to Mongolia).”
➢ The student tells by reciting “Mongolia.”

For Cycle 3 geography, the capitals and states must be memorized, but the specific locations of the capitals are
not required.
Show Me

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 ➢ The proofer will prompt the student “Show me Raleigh, North Carolina.”
➢ The student shows by pointing to North Carolina on the Black Line Master Map
• Tell Me
➢ The proofer will point to a location on the Black Line Master map and prompt the student “Tell me
what this is (pointing to Alaska).”
➢ The student tells by reciting “Juneau, Alaska.”

Scripture Passages
The Scripture portion of each cycle’s memory work is important and valuable; however, the Scripture verses
are not required for Memory Master. Classical Conversations recognizes the parent’s authority in this matter.
Since many students are involved in Scripture memory programs with their families, at church, and possibly
in other activities, the parents should decide if the student will memorize the Scripture for Memory Master or
not. The Cycle 1 Scripture Passage integrates with Cycle 1 history sentences Weeks 1 and 2. The Cycle 2
Scripture Passage integrates with Cycle 2 science fact Week One. The Cycle 3 Scripture Passage is the same as
the Cycle 3 Latin memory work. Cycles’ 1 and 2 Scripture Passages are from the King James Version, and
Cycle 3 Scripture Passage is taken from the Vulgate.

CELEBRATING MEMORY MASTER

What are some ways of celebrating Memory Master?

The focus of a Memory Master celebration is to honor and congratulate the student on his or her
achievement and diligence. Every community is different, and the needs of the community can change from
year to year. The goal is not to celebrate the same every year, rather to assess the best way to honor and
congratulate students and inspire others to strive for Memory Master. Some ways of celebrating might include
doing a simple presentation during lunch, choosing an evening to have a potluck dinner with friends and
family, planning a Foundations and Challenge end of year program, or hosting a pizza party or ice cream
social. Like presenting memory work in community, keeping things “stick-in-the-sand” makes honoring and
congratulating students the focus, not the bells and whistles.

What kinds of prizes are given to a Memory Master?

The greatest reward lies in the students’ own recognition of the hard work they have exhibited and the goals
they have achieved. However, it is appropriate for students to receive small rewards as it allows them to
practice grace and humility for the times they receive the greater rewards of our Lord and Savior. On the
other hand, we can get carried away and become child-center rather than Christ-centered in the ways we
encourage our children. Some kinds of prizes you can mix and match for a Memory Master might include
an award certificate, a Classical Conversation Memory Master T-shirt from the director or the student’s
parents, a small cash award, or a special gift to the church where the community meets in honor of the
Memory Masters. There are several amazing ways to reward students, and families are encouraged to
reward their children individually also. Whether you reward each child with a certificate, money, a t-shirt,
or all three, talk to the children about the difference between receiving rewards rather than collecting them.

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Memory Master T-shirts can only be ordered by the local director from the bookstore at
[Link]

What about those students who master only some of the subjects?
The memorization of any of the subjects to the point of mastery is excellent. We tend to master the subjects
we gravitate toward first, so these students are well on their way. Celebrating this achievement is a wonderful
idea for moms and dads, who can choose how to reward their children’s hard work. However, advancing to
the final proof with the director and receiving the title of Memory Master is reserved exclusively for a student
who has mastered every subject’s content for a given cycle.

Are there different requirements for special needs students and Memory Master proofing?
Classical Conversations® is honored that families who have children with special needs like dyslexia,
dysgraphia, or autism participate in the Foundations program. Students with many different abilities are
valuable members of our local Classical Conversations communities and enjoy and benefit from them. We
celebrate each achievement. The Memory Master title is set aside for those who are able to meet the required
objectives. The director should be aware of physical limitations and may extend time and offer a break during
proofing. The Memory Master requirements should remain the same for all subjects. Memory Master is not
for every child, and that is really okay! If your child cannot meet the requirements for mastery, we recommend
that you create your own special “Memory Master” rules and reward system for your home school.

NATIONAL MEMORY MASTER COMPETITION

What is the National Memory Master Competition?

The National Memory Master Competition is a nationwide memory competition for Classical
Conversations® students ages 11–12 that culminates in a championship for sixteen finalists on a cruise,
with a prize of $10,000. Students interested in entering the National Memory Master Competition must
complete a current cycle proof with their local licensed community director. Additionally, parents should
be certain that their students can accurately recall information from all other cycles at home.

How do Students Enter the National Memory Master Competition?

Students interested in entering the National Memory Master Competition must complete a current cycle
proof with their local licensed community director. This proof generally takes place much earlier in the
school year, so be sure to check the Classical Conversations® website for important dates. Directors do
not need to notify anyone once the proof is complete. A representative of the National Memory Master
Competition will call the directors of the sixteen finalists to confirm that the proof took place properly.
Additionally, parents should be certain that their students can accurately recall information from all other
cycles at home.

Once a student interested in the National Memory Master Competition completes the proof with their
director, the student’s parent will need to submit a scouting video. Guidelines for submitting a scouting
video can be found on our website prior to the start of the new school year.

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What is the difference between the National Memory Master Competition and the regular Memory
Master process?
The only difference between a National Memory Master proof and a regular Memory Master proof is that
it must take place earlier in the year. Once a student has completed an early proof to participate in the
National Memory Master Competition, he or she will be considered a memory master for their local
community.

Where can I find more information about the National Memory Master Competition?
For more information about the National Memory Master Competition including the official rules and
important dates, parents can visit [Link].

Cycle 1
Memory Master
Proof Sheets
_________________________________
Student Name

________________________
Parent Proof Date

________________________
Tutor Proof Date

________________________
Director Proof Date
13
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
 Math, Latin, Science, English Grammar, Timeline, History, & Geography

All Cycles Math Proof Sheet

Tell me the area of a
1 Tell me the 1s and 2s 9 Tell me the 15s 17
square
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        
Tell me the area of a
2 Tell me the 3s and 4s 10 Tell me the squares 18
triangle
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

3 Tell me the 5s and 6s 11 Tell me the cubes 19 Tell me the area of a circle
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me teaspoons and Tell me the circumference

4 Tell me the 7s and 8s 12 20
tablespoons of a circle
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

5 Tell me the 9s and 10s 13 Tell me liquid equivalents 21 Tell me the associative law
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me the 11s and Tell me the commutative

6 14 Tell me linear equivalents 22
12s law
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me metric
7 Tell me the 13s 15 23 Tell me the distributive law
measurements
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

14
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
 Tell me the area of a
8 Tell me the 14s 16 24 Tell me the identity law
rectangle
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Cycle 1 Latin Proof Sheet

Tell me 4th Declension Tell me 2nd Declension
1 Tell me the Noun Cases 9 17
Noun Endings Noun Endings
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me 4th Declension Tell me 2nd Declension

2 Tell me the Noun Cases 10 18
Noun Endings Noun Endings
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me 1st Declension Tell me 5th Declension Tell me 3rd Declension

3 11 19
Noun Endings Noun Endings Noun Endings
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me 1st Declension Tell me 5th Declension Tell me 3rd Declension

4 12 20
Noun Endings Noun Endings Noun Endings
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me 2nd Declension Tell me 4th Declension

5 13 Tell me the Noun Cases 21
Noun Endings Noun Endings
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me 2nd Declension Tell me 4th Declension

6 14 Tell me the Noun Cases 22
Noun Endings Noun Endings
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me 3rd Declension Tell me 1st Declension Tell me 5th Declension

7 15 23
Noun Endings Noun Endings Noun Endings

15
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
 Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me 3rd Declension Tell me 1st Declension Tell me 5th Declension

8 16 24
Noun Endings Noun Endings Noun Endings
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Cycle 1 Science Proof Sheet

What are the
What are some parts of a What are some parts of a
1 classifications of living 9 17
plant? volcano?
things?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

What are the kingdoms of What are some leaf What are four types of
2 10 18
living things? shapes? ocean floor?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

What are some parts of What are some parts of a What are some ocean
3 11 19
an animal cell? flower? zones?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

What are some parts of a What are some plant What are some parts of
4 12 20
plant cell? systems? the atmosphere?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

What are the major What are some parts of What are five circles of
5 13 21
groups of invertebrates? the geosphere? latitude?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

What are the major What are three kinds of What are some kinds of
6 14 22
groups of vertebrates? rock? weather fronts?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

16
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
 What are some ways What is each continent’s What are some types of
7 15 23
animals reproduce? highest mountain? clouds?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

What are some types of What are four kinds of What are some markings
8 16 24
seed plants? volcanoes? on the globe?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Cycle 1 English Grammar Proof Sheet

Tell me some Tell me the list of helping
1 What is a preposition? 9 17
prepositions. verbs.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me some Tell me some Tell me the list of helping

2 10 18
prepositions. prepositions. verbs.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me some Tell me some Tell me the list of helping

3 11 19
prepositions. prepositions. verbs.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me some Tell me some

4 12 20 What is a linking verb?
prepositions. prepositions.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me some Tell me some compound Tell me the helping and

5 13 21
prepositions. prepositions. linking verb: TO BE
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me some Tell me the list of linking

6 14 What is a helping verb? 22
prepositions. verbs.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me some Tell me the list of helping Tell me the list of linking
7 15 23
prepositions. verbs. verbs.
17
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
 Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me some Tell me the list of helping Tell me the list of linking
8 16 24
prepositions. verbs. verbs.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

All Cycles Timeline Proof Sheet

Tell me starting with Age Tell me starting with Tell me starting with
1 9 17
of Ancient… Byzantine Emperor… Napoleon Crowned…
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me starting with Tell me starting with Tell me starting with

2 10 18
Seven Wonders… Japan’s Heian… Cherokee Trail…
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me staring with Tell me starting with Tell me starting with

3 11 19
Hinduism in India… Norman Conquest… Lincoln’s War…
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me starting with Early Tell me starting with Tell me starting with
4 12 20
Native Americans… Genghis Khan Rules… Australia becomes…
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me starting with Tell me starting with Age Tell me starting with
5 13 21
Judah falls to Babylon… of Exploration… World War II and…
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me starting with Tell me starting with Tell me starting with

6 14 22
India’s Mauryan… Columbus Sails… North Atlantic Treaty…
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me starting with Tell me starting with Tell me starting with Age
7 15 23
Jesus the Messiah… Japan’s Isolation… of Information…
18
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
 Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me starting with Tell me starting with Age Tell me the United States
8 16 24
Council of Nicea… of Industry… Presidents…
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Cycle 1 History Proof Sheet

Tell me about Tell me about Lao-Tzu and
1 commandments 1–5. 9 17 Tell me about the Aztecs.
Confucius in China.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me about Tell me about Japan’s Heian Tell me about the Mound
2 commandments 6–10. 10 Period. 18 Builders.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me about Emperor

Tell me about the Greek and
3 11 Constantine and the 19 Tell me about the Anasazi.
Roman gods.
Byzantine Empire.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me about the Seven

Tell me about the Muslim Tell me about the Mexican
4 Wonders of the Ancient 12 Empire. 20 Revolution.
World.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me about the

5 Tell me about the Romans. 13 Tell me about the Kush. 21 exploration of Canada.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me about some ancient Tell me about the British

6 Greeks. 14 Tell me about trade in Africa. 22 North America Act of 1867
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

19
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
 Tell me about Hinduism and Tell me about Prince Henry Tell me about the liberation
7 Buddhism in India. 15 of Portugal. 23 of South America.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me about the Age of Tell me about the Tell me about the
8 Imperialism. 16 civilizations of Mesoamerica. 24 Portuguese Empire.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Cycle 1 Geography Proof Sheet

Show/Tell me the Fertile Show/Tell me Eastern Show/Tell me African

1 9 17
Crescent. Asia. Countries.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Show/Tell me the Show/Tell me the

2 10 Show/Tell me Japan. 18
Assyrian Empire. Mesoamerica Regions.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Show/Tell me the Hebrew Show/Tell me the Show/Tell me

3 11 19
Empire. Byzantine Empire. Mesoamerica.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Show/Tell me the Hittite Show/Tell me the Muslim Show/Tell me the

4 12 20
Empire. Empire. Dominion of Canada.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Show/Tell me the Show/Tell me Western Show/Tell me Canadian

5 13 21
Egyptian Empire. Africa. Waters
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Show/Tell me Ancient Show/Tell me Ancient Show/Tell me South

6 14 22
Greece. Africa. America (West).
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

20
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
 Show/Tell me the Roman Show/Tell me the Middle Show/Tell me South
7 15 23
Empire. East. America (East).
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Show/Tell me the Indus Show/Tell me African Show/Tell me North

8 16 24
River Valley. Waters. Atlantic.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Cycle 2
Memory Master
Proof Sheets
_________________________________
Student Name

________________________
Parent Proof Date

________________________
Tutor Proof Date

________________________
Director Proof Date

Math, Latin, Science, English Grammar, Timeline, History, & Geography

21
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
All Cycles Math Proof Sheet
Tell me the area of a
1 Tell me the 1s and 2s 9 Tell me the 15s 17
square
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        
Tell me the area of a
2 Tell me the 3s and 4s 10 Tell me the squares 18
triangle
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

3 Tell me the 5s and 6s 11 Tell me the cubes 19 Tell me the area of a circle
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me teaspoons and Tell me the circumference

4 Tell me the 7s and 8s 12 20
tablespoons of a circle
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

5 Tell me the 9s and 10s 13 Tell me liquid equivalents 21 Tell me the associative law
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me the 11s and Tell me the commutative

6 14 Tell me linear equivalents 22
12s law
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me metric
7 Tell me the 13s 15 23 Tell me the distributive law
measurements
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        
22
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
 Tell me the area of a
8 Tell me the 14s 16 24 Tell me the identity law
rectangle
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Cycle 2 Latin Proof Sheet

Tell me the 1st Conjugation Tell me the 1st Conjugation Tell me the 1st Conjugation
1 Endings Present Tense 9 Endings Pluperfect Tense
17 Endings Future Tense
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        
Tell me the 1st Conjugation Tell me the 1st Conjugation Tell me the 1st Conjugation
2 Endings Present Tense 10 Endings Pluperfect Tense 18 Endings Future Tense
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me the 1st Conjugation

Tell me the 1st Conjugation Tell me the 1st Conjugation
3 Endings Imperfect Tense
11 Endings Future Perfect 19 Endings Perfect Tense
Tense
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me the 1st Conjugation

Tell me the 1st Conjugation Tell me the 1st Conjugation
4 Endings Imperfect Tense
12 Endings Future Perfect 20 Endings Perfect Tense
Tense
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me the 1st Conjugation Tell me the 1st Conjugation Tell me the 1st Conjugation
5 Endings Future Tense 13 Endings Present Tense 21 Endings Pluperfect Tense
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me the 1st Conjugation Tell me the 1st Conjugation Tell me the 1st Conjugation
6 Endings Future Tense 14 Endings Present Tense 22 Endings Pluperfect Tense
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

23
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
 Tell me the 1st Conjugation
Tell me the 1st Conjugation Tell me the 1st Conjugation
7 15 23 Endings Future Perfect
Endings Perfect Tense Endings Imperfect Tense
Tense
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me the 1st Conjugation

Tell me the 1st Conjugation Tell me the 1st Conjugation
8 16 24 Endings Future Perfect
Endings Perfect Tense Endings Imperfect Tense
Tense
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Cycle 2 Science Proof Sheet

What occurred on each What are some parts of What is Newton’s second
1 9 17
day of creation? the sun? law of motion?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

What are some land What are the names of the What is Newton’s third
2 10 18
biomes? planets? law of motion?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

What are three types of What are the phases of What is the first law of
3 11 19
consumers? the moon? thermodynamics?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

What are some other

What are some parts of What is the second law
4 12 bodies in our solar 20
the food chain? of thermodynamics?
system?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

What are some cycles in What are some names of What is the third law of
5 13 21
nature? U.S. space missions? thermodynamics?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

How do animals react to What are the states of What are some ways
6 14 22
environmental change? matter? light is observed?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

24
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
 What are six forms of What are two forms of
7 15 23 How does heat flow?
pollution? energy?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

What are some aquatic What is Newton’s first law What units are used to
8 16 24
biomes? of motion? measure electricity?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Cycle 2 English Grammar Proof Sheet

What are the parts of Tell me the interrogative
1 9 17 What is a noun?
speech? pronouns.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me the demonstrative What are the five cases

2 What is a pronoun? 10 18
pronouns. of nouns?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me the pronoun Tell me some indefinite

3 11 19 What is a gerund?
order. pronouns.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me the nominative Tell me some indefinite

4 12 20 What is an appositive?
pronouns. pronouns.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me the objective Tell me some indefinite

5 13 21 What is a conjunction?
pronouns. pronouns.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me some
Tell me the possessive
6 14 What is an adverb? 22 coordination
pronouns.
conjunctions.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

25
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
 Tell me the possessive What are the four
7 15 23 What is an adjective?
pronoun adjectives. purposes of sentences?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me the reflexive

8 16 What is a verb? 24 What is an interjection?
pronouns.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

All Cycles Timeline Proof Sheet

Tell me starting with Age Tell me starting with Tell me starting with
1 9 17
of Ancient… Byzantine Emperor… Napoleon Crowned…
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me starting with Tell me starting with Tell me starting with

2 10 18
Seven Wonders… Japan’s Heian… Cherokee Trail…
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me staring with Tell me starting with Tell me starting with

3 11 19
Hinduism in India… Norman Conquest… Lincoln’s War…
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me starting with Early Tell me starting with Tell me starting with
4 12 20
Native Americans… Genghis Khan Rules… Australia becomes…
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me starting with Tell me starting with Age Tell me starting with
5 13 21
Judah falls to Babylon… of Exploration… World War II and…
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me starting with Tell me starting with Tell me starting with

6 14 22
India’s Mauryan… Columbus Sails… North Atlantic Treaty…
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me starting with Tell me starting with Tell me starting with Age
7 15 23
Jesus the Messiah… Japan’s Isolation… of Information…
26
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
 Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me starting with Tell me starting with Age Tell me the United States
8 16 24
Council of Nicea… of Industry… Presidents…
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Cycle 2 History Proof Sheet

Tell me about some absolute Tell me about World War II
1 Tell me about Charlemagne. 9 17
monarchs. leaders.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me about William the Tell me the history of Tell me about the United
2 Conqueror. 10 Russia.
18 Nations.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me about the French Tell me about the Korean

3 Tell me about the Crusades. 11 19
Revolution. War.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me about the Magna Tell me about the Battle of Tell me about the Vietnam
4 Carta. 12 Waterloo.
20 War.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me about the Hundred Tell me about the Industrial Tell me about the end of the
5 Years’ War. 13 21
Revolution. Cold War.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me about the Tell me about World War I Tell me about the fall of
6 Renaissance. 14 22
leaders. communism.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me about the Tell me about World War I

7 15 23 Tell me about the Gulf War.
Reformation. countries.
Parent Tutor Director Parent Tutor Director Parent Tutor Director

27
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
         

Tell me about European Tell me about how World Tell me about the end of
8 16 24
explorers. War II began. apartheid.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Cycle 2 Geography Proof Sheet

Show/Tell me the Show/Tell me the Show/Tell me Central
1 9 17
Continents/Oceans. Caribbean. European Countries.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Show/Tell me more
Show/Tell me some Show/Tell me Southwest
2 10 18 Central European
European Waters. Asia.
Countries.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Show/Tell me Western Show/Tell me Europe and Show/Tell me

3 11 19
European Countries. Asia. Southeastern Asia.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Show/Tell me some Show/Tell me Eastern Show/Tell me South

4 12 20
European Rivers. European Seas. Central Asia
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Show/Tell me some Show/Tell me Northern Show/Tell me Central

5 13 21
European Cities. European Countries. America.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Show/Tell some Show/Tell me Baltic

6 14 22 Show/Tell me Oceania.
European Mountains. Europe.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Show/Tell some Show/Tell me Central

7 15 Show/Tell me the Levant. 23
European Peninsulas. Asia.
28
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
 Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Show/Tell me the Mid- Show/Tell me the Show/Tell me Southern

8 16 24
Atlantic World. Balkans. Africa.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Cycle 3
Memory Master
Proof Sheets
_________________________________
Student Name

________________________
Parent Proof Date

________________________
Tutor Proof Date

________________________
Director Proof Date

29
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
 Math, Latin, Science, English Grammar, Timeline, History, & Geography

All Cycles Math Proof Sheet

Tell me the area of a
1 Tell me the 1s and 2s 9 Tell me the 15s 17
square
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        
Tell me the area of a
2 Tell me the 3s and 4s 10 Tell me the squares 18
triangle
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

3 Tell me the 5s and 6s 11 Tell me the cubes 19 Tell me the area of a circle
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me teaspoons and Tell me the circumference

4 Tell me the 7s and 8s 12 20
tablespoons of a circle
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

5 Tell me the 9s and 10s 13 Tell me liquid equivalents 21 Tell me the associative law
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me the 11s and Tell me the commutative

6 14 Tell me linear equivalents 22
12s law
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me metric
7 Tell me the 13s 15 23 Tell me the distributive law
measurements
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me the area of a

8 Tell me the 14s. 16 24 Tell me the identity law.
rectangle.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
30
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
         

Cycle 3 Latin Proof Sheet

1 Tell me the prepositions. 9 Tell me Latin verb rules. 17 Tell me John 1:4
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me the conjunctions

2 10 Tell me Latin article rules. 18 Tell me John 1:5
and adverbs.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me Latin
3 Tell me the pronouns. 11 19 Tell me John 1:5
nouns/pronouns rules.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

4 Tell me the verbs. 12 Tell me John 1:1 20 Tell me John 1:6

Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

5 Tell me some more verbs. 13 Tell me John 1:1 21 Tell me John 1:6
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

6 Tell me the nouns. 14 Tell me John 1:2 22 Tell me John 1:7

Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

7 Tell me some more nouns. 15 Tell me John 1:3 23 Tell me John 1:7
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

8 Tell me some more nouns. 16 Tell me John 1:3 24 Tell me John 1:7
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

31
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
Cycle 3 Science Proof Sheet
What are the second four
What are four types of What are four parts of the elements in the periodic table
1 9 17
tissue? lymph system? by number, element, symbol,
and mass?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        
What are the third four
Which bones make up What are some parts of elements in the periodic table
2 10 18
the axial skeleton? the respiratory system? by number, element, symbol,
and mass?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

What are three kinds of What is the endocrine What is the difference
3 11 19 between an acid and a base?
muscle? system?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

What are three parts of What are the major What do the heavens
4 12 20
the nervous system? purposes of blood? declare?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

What are the five main What is the atomic What does the theory of
5 13 21
senses? number? evolution rely on?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

What are some parts of What does the theory of

6 14 What is an element? 22
the digestive system? intelligent design rely on?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

What are four parts of What are some parts of an What are some ways earth’s
7 15 23 history is preserved?
the excretory system? atom?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        
32
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
 What are the first four
What are six parts of the elements in the periodic
8 16 24 What is natural selection?
circulatory system? table by number, element,
symbol, and mass?
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Cycle 3 English Grammar Proof Sheet

Tell me the verb TO Tell me the sentence part:
1 What is an infinitive? 9 17
LAY. subject.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

What is a present Tell me the sentence part:

2 10 Tell me the verb TO LIE. 18
participle? predicate.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

What is a past Tell me the verb TO Tell me the sentence part:

3 11 19
participle? SET. clause.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me the Verb: Tell me the sentence part:

4 12 Tell me the verb TO SIT. 20
Principal Parts. independent clause.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me the verb TO Tell me the sentence part:

5 Tell me the verb TO BE. 13 21
BEAT. subordinate clause.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me the verb TO Tell me the sentence part:

6 Tell me the verb TO DO. 14 22
BREAK. phrase.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me the verb TO Tell me the verb TO Tell me the four sentence
7 15 23
RISE. WRITE. structures.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

33
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
 Tell me the verb TO Tell me the seven sentence
8 16 Tell me the verb TO GO. 24
RAISE. patterns.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

All Cycles Timeline Proof Sheet

Tell me starting with Age Tell me starting with Tell me starting with
1 9 17
of Ancient… Byzantine Emperor… Napoleon Crowned…
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me starting with Tell me starting with Tell me starting with

2 10 18
Seven Wonders… Japan’s Heian… Cherokee Trail…
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me staring with Tell me starting with Tell me starting with

3 11 19
Hinduism in India… Norman Conquest… Lincoln’s War…
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me starting with Early Tell me starting with Tell me starting with
4 12 20
Native Americans… Genghis Khan Rules… Australia becomes…
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me starting with Tell me starting with Age Tell me starting with
5 13 21
Judah falls to Babylon… of Exploration… World War II and…
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me starting with Tell me starting with Tell me starting with

6 14 22
India’s Mauryan… Columbus Sails… North Atlantic Treaty…
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me starting with Tell me starting with Tell me starting with Age
7 15 23
Jesus the Messiah… Japan’s Isolation… of Information…
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

34
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
 Tell me starting with Tell me starting with Age Tell me the United States
8 16 24
Council of Nicea… of Industry… Presidents…
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Cycle 3 History Proof Sheet

Tell me about the
Tell me about the
1 Tell me about Columbus. 9 secession of the Southern 17
Nineteenth Amendment.
states.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me about the Tell me about Manifest Tell me about Pearl

2 10 18
Pilgrims. Destiny. Harbor.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me about the Boston Tell me about the Civil

3 11 19 Tell me about NATO.
Tea Party. War.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me about the

Tell me about General Tell me about Brown v.
4 Declaration of 12 20
Robert E. Lee. Board of Education.
Independence.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me about George Tell me about the Tell me about U.S.

5 13 21
Washington. Fourteenth Amendment. astronauts.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me about the Tell me about September

6 14 Tell me about tycoons. 22
Louisiana Purchase. 11, 2001.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Tell me about the Monroe Tell me about immigrants Tell me the Preamble to
7 15 23
Doctrine. coming to America. the U.S. Constitution.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
35
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
         

Tell me about the Tell me about the United

8 16 24 Tell me the Bill of Rights.
Missouri Compromise. States and World War I.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Cycle 3 Geography Proof Sheet

Show/Tell me the States Show/Tell me the States Show/Tell me some rivers
1 9 17
and Capitals. and Capitals. (East).
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Show/Tell me the States Show/Tell me the States Show/Tell me some rivers

2 10 18
and Capitals. and Capitals. (West).
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Show/Tell me the States Show/Tell me Northern

3 11 19 Show/Tell some trails.
and Capitals. Appalachian Mountains.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Show/Tell me the States Show/Tell me Southern Show/Tell me some

4 12 20
and Capitals. Appalachian Mountains. canals.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Show/Tell me the States Show/Tell me Western Show/Tell me Native

5 13 21
and Capitals. Mountains. American Regions.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Show/Tell me the States Show/Tell me Northwest Show/Tell me some

6 14 22
and Capitals. Mountains. deserts.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

Show/Tell me the States Show/Tell me the Great Show/Tell me some

7 15 23
and Capitals. Lakes. prominent features.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

36
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18
 Show/Tell me the States Show/Tell me some more
8 16 Show/Tell me some bays. 24
and Capitals. prominent features.
Parent Tutor Director Parent Tutor Director Parent Tutor Director
        

37
Foundations Memory Master Guide 2018–2019. Created by Foundations Academic Support Team. Last revised by Evelyn Jenkins 6/13/18