Interactive digital flashcards that read aloud

Choose a deck

Every deck has 10 free cards to try, no account needed.

Vocabulary decks have a picture and the word on the front, and the pronunciation, meaning and an example sentence on the back, all read aloud. The words come from our own lessons.

How the cards work

• Tap to flip

  The problem or word is on the front. Tap the card, or press the space bar, to see the answer on the back.

• Tap the ear to listen

  A friendly voice reads the question, then the answer and a tip for remembering it. It uses the voice built into your device, so it sounds a little different on a phone, tablet or computer.

• Practice again

  Missed a card? Tap Practice again and it comes back a few cards later, not right away, which helps it stick. Ask your student to be honest: tap “I knew it” only when they had the answer before flipping. We track what they knew and what needs practice.

• Picks up where you left off

  The cards your student knew are remembered on this device, so the next round starts with the ones still being learned.

Interactive or printable

Each deck comes two ways.

The printable version has no audio. Audio, tap to flip and saved progress come only with the interactive version, which includes the printable cards at no extra cost. Monthly and annual members get both versions of every deck. One-time prices, yours to keep. Every pack works in English, Spanish and Portuguese. Checkout and the printable decks open soon.

How our flashcards compare

There are lots of good ways to practice math facts. Here is a friendly look at some popular ones, so you can pick what fits. Prices as listed by each company, checked October 2026.

Every option here helps students practice. Many families combine a few. This is our opinion, based on each company's public pricing pages. See our workbook comparison too →

Why flashcards work: the research

Each part of these cards comes from published research on how students remember. The numbers point to the reference list below.

1. Trying to remember comes first

   The answer is hidden until your student has tried. Recalling something from memory strengthens it more than reading it again: students who practiced recalling remembered far more a week later than students who spent the same time restudying.^[1]

2. Two of the most useful ways to study

   A review of ten common study methods rated practice testing and spreading practice over time as the two most useful, for students of many ages.^[2]

3. One big deck beats small piles

   In a flashcard study, going through one stack of 20 cards, so each card came back after a gap, beat studying four small piles of 5 for about 90% of learners. That is why our decks mix many facts, and why a missed card comes back a few cards later instead of right away.^[3]

4. A few minutes on several days

   Practice spread over several days is remembered longer than the same amount in one sitting. Ten or twenty cards a day works better than a hundred once a week.^[4][2]

5. The right answer, right away

   Flipping shows the correct answer at once, with a short tip. Feedback helps most when it tells the student what is right and how to get there.^[5]

6. Why math facts are worth memorizing

   The National Mathematics Advisory Panel recommended that students recall basic facts, including multiplication and division, quickly and effortlessly, so their attention is free for harder problems.^[6]

7. Pictures with words (vocabulary decks)

   Students learn more from words and pictures together than from words alone. Our vocabulary decks put a picture next to each word and read it aloud.^[7]

What we don't claim

Flashcards are for practice, not for teaching a new idea. Teach the concept first (every UpOnly math lesson does, with pictures and worked examples), then use the cards to make the facts quick and automatic. Every student learns at their own pace.

References

1. Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. https://pubmed.ncbi.nlm.nih.gov/16507066/
2. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
3. Kornell, N. (2009). Optimising learning using flashcards: Spacing is more effective than cramming. Applied Cognitive Psychology, 23(9), 1297–1317. https://doi.org/10.1002/acp.1537
4. Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380. https://pubmed.ncbi.nlm.nih.gov/16719566/
5. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
6. National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. U.S. Department of Education. https://www2.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf
7. Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511811678