The games in Math Lingo are colorful, fun, and clearly designed with young users (ages 2–8) in mind. The games can be used either as a way to introduce skills to kids (with friendly animations and narrators guiding and teaching the skills) or as a way to reinforce what has already been taught. The games ask a series of repetitive questions to make sure kids get a chance to practice. The feedback is encouraging and there's lots of confetti and celebrations for correct answers, which might help kids build positive relationships to math. The questions cover a variety of math topics, but you have to progress along in the game to get to new skills, and you start off with pretty basic skills initially, so it's not a great tool for targeting individual topics easily. Overall, Math Lingo creates a positive way for kids to practice math skills with fun, easily accessible characters.
Continue reading Show lessKey Standards Supported
Counting And Cardinality
 K.CC.1
Count to 100 by ones and by tens.
 K.CC.2
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
 K.CC.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects).
 K.CC.4
Understand the relationship between numbers and quantities; connect counting to cardinality.
 K.CC.4.a
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
 K.CC.4.b
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
 K.CC.4.c
Understand that each successive number name refers to a quantity that is one larger.
 K.CC.5
Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
 K.CC.6
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1
 K.CC.7
Compare two numbers between 1 and 10 presented as written numerals.
Operations And Algebraic Thinking
 K.OA.1
Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
 K.OA.2
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
 K.OA.3
Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
 K.OA.4
For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
 K.OA.5
Fluently add and subtract within 5.
 1.OA.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.2
 1.OA.2
Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
 1.OA.3
Apply properties of operations as strategies to add and subtract.3 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
 1.OA.4
Understand subtraction as an unknownaddend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
 1.OA.5
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
 1.OA.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
 1.OA.7
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
 1.OA.8
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.
 2.OA.1
Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1
 2.OA.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two onedigit numbers.
 2.OA.3
Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
 2.OA.4
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
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