Updated September 2014
Matific: 1st Grade Games
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Matific: 1st Grade Games

Fun, sometimes complex games go beyond simple skills practice

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Not yet reviewed Editorial review by Common Sense Education
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Privacy rating
46%| Warning Expert evaluation by Common Sense
Grades
K–2
Subjects & Skills
Math, Critical Thinking
Price:  Free, Free to try, Paid
Platforms:  Website
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5 images
Tag, lock, or view game sets and worksheets in four categories.
Some games ask kids to use problem solving and logic skills to arrive at a passing solution.
Kids problem solve through several steps to decide which tree is taller.
The practice sheets can be used for assessment.
Teachers can view reports to track kids' progress.

How Can I Teach with This Tool?

Matific's 1st Grade Games include a collection of approximately 36 activities and more than 55 practice sheets that cover four Common Core categories: Operations and Algebraic Thinking, Numbers and Operations in Base Ten, Measurement and Data, and Geometry. The majority of what's here requires some level of critical thinking, beyond 1 + 1 = 2.

Because there's a lack of explicit instruction in the program, you're best off using these games for discovery-based intro activities, extra practice, or opportunities to deepen kids' understanding. Consider doing some small-group or whole-class discussions where kids can talk about their problem-solving tactics for the more complex games. Use the practice sheets as a simple tool for assessment or placement. The directions are sometimes strangely worded, and not all of them are included in the audio track, so be ready to assist your students if they need help navigating or figuring out how to play.

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Standards:

Key Standards Supported

Geometry

  • 1.G.2

    Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.4

  • 1.G.3

    Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

Measurement And Data

  • 1.MD.1

    Order three objects by length; compare the lengths of two objects indirectly by using a third object.

  • 1.MD.2

    Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Operations And Algebraic Thinking

  • 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.4

    Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

  • 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 = _.

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