Math Vocabulary

Intermediate Grades (3
rd
5
th
)
Updated 9/19/2006 1
Triangle
Product
Digit
Parallel
Median
Sum
Introduction
Research shows that students beneft from lessons that explicitly teach math
vocabulary. The math words provided will not be the only math words that you and
your students will use in the classroom. These words are provided as a starting
point for each of the diferent standards. The words were compiled by using
Building Background Knowledge by Robert ar!ano" the K#$% assessment
vocabulary document" and teacher input. &e suggest" as you begin your study of a
particular standard" that you pull the words appropriate for your students by using
the standards as a guide. 's you and your students explore the math concepts and
the vocabulary with each standard" you will fnd that you may need to add words
that have not been provided in this packet. &e encourage you and your students to
add those additional vocabulary words.
This document provides you with a list of mathematical words with their defnitions
for your level" a few vocabulary strategies" and pages of words that can be
displayed. The list of words with the defnitions is given for teacher support.
#tudents are not expected to recite the defnitions word(for(word" but are expected
to understand the concepts of these words and how to use them in their written and
oral language. The vocabulary strategies are )ust a few that you may decide to use
when introducing some of the words with your students. The vocabulary pages are
intended to be interactive and to be utili!ed as each unit is taught.
There are various resources that are benefcial to use as vocabulary concerns arise.
&e recommend any of the Great Source math resource books such as ath at *and
or ath on +all. There are also some excellent websites such as,
A Maths Dictionary for Kids
-http,..www.teachers.ash.org.au.)eather.maths.dictionary.html/
which have defnitions" pictures and interactive opportunities to assist students with
their understanding of mathematical concepts or
Ask Dr. Math -http,..www.mathforum.org.dr.math./. These resources are also
benefcial for family support in understanding mathematics.
%0123R% 'T* and *'4% 5678
Updated 9/19/2006 2
ath &ords
with
$efnitions
Updated 9/19/2006 3
Answer
Sum
Four
This list of vocabulary words with their definitions is to be used by the teacher as a resource.
Students are not expected to memorize these definitions but they are expected to understand
the concepts and apply them in mathematics.
(The letters after each vocabulary word indicate the other levels that this word is listed. P = Primary; M = Middle
School; = i!h School"
#lic$ on %& Maths 'ictionary for (ids) for access to an interactive math dictionary website.
A
addend (P" * any number bein! added.
addition (P" * to +oin two or more numbers (or ,uantities" to !et one number (sum".
algorithm (M-" * a step.by.step method for computin!.
angles (M-" * two rays that share an endpoint.
acute . an an!le with a measure less than /01.
obtuse * an an!le with a measure !reater than /01 and less than 2301.
right . an an!le that measures exactly /01.
straight * an an!le with a measure of 2301.
array (P-M" * an arran!ement of ob+ects in e,ual rows and columns.
attribute * a characteristic (such as size- shape- color- etc."
axis (M-" * a reference line from which distances or an!les are measured on a coordinate !rid.
B
base (M-" * the bottom line of a plane fi!ure or the bottom face of a solid fi!ure.
C
circumference (M-" * the distance around the outside (perimeter" of a circle.
combination (M-" * a !roup of items or events. Placin! these items or events in a different
order does not create a new combination. (4xample5 #oins placed in various different positions
does not chan!e the amount of money."
congruent (M" * havin! exactly the same size and shape.
coordinate grid/plane (Cartesian plane) (M" * & 6.dimensional system determined by the
intersection of two perpendicular number lines in which the coordinates of a point are its
distances from the number lines.
coordinates (M-" . &n ordered pair of numbers that !ive the location of a point in a coordinate
!rid.
D
data (P" * information (often numerical but can be words" that is usually or!anized.
data displays (concrete pictorial ! abstract) * the final product when or!anizin! data.
chart * an or!anized list with headin!s and then lines separatin! the information.
fre"uency table (tallies) . & table that shows how often each item- number- or ran!e of
numbers occurs in a set of data.
graph * a drawin! that shows a relationship between sets of data.
bar graph * a dia!ram usin! labeled axes (cate!ories and scale" with parallel
bars showin! the fre,uency of the data.
circle graph * a display usin! a circle divided into parts (li$e a pie" to represent
the data in relation to the size of the whole circle.
line graph * the data points are connected by lines (most line !raphs show
chan!es over time".
pictograph * a display that uses pictures or symbols to compare the data.
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scale * the numbers runnin! alon! a side of the !raph.
inter0al * the difference between the numbers from one !rid line to another.
line plot * a dia!ram showin! fre,uency of data on a number line (usually used to show
the spread of the data".
single stem ! leaf * this display or!anizes the data so that the numbers themselves
ma$e the display. The stem usually will show the numbers in !roups of powers of 20
(such as 207s- 2007s- etc.". The leaves are the numbers from the data set in numerical
order runnin! to the ri!ht of the stem.
input/output table * a T.table showin! the relationship between one number and
another.
&enn diagram * a drawin! that shows relationships amon! sets of ob+ects- numbers-
shapes- etc.
data set (M" * a collection of related data.
decimal point (M" * a dot separatin! the ones and tenths places in a decimal number.
diagram (M-" * a drawin! that represents a mathematical situation.
diameter (M" * a line (chord" that !oes throu!h the center of a circle to touch both sides of the
circumference.
difference (P-" * The amount that remains after one ,uantity is subtracted from another.
digit (P" * any one of the ten symbols 0- 2- 6- 8- 9- :- ;- <- 3- /.
digital root (M" * the sin!le di!it sum when addin! the di!its of a standard whole number.
(4xample5 To find the di!ital root of :69 add all of the di!its to!ether = : > 6 > 9 = 26. This is
not a sin!le di!it yet so add the di!its of that number to!ether = 2 > 6 = 8. The di!ital root of
:69 is 8."
di0idend * the ,uantity to be divided.
di0isible (M" * when a ,uantity can be divided without a remainder. ('i!ital root !ives you clues
about the divisibility of a number."
di0ision * sharin! or !roupin! a ,uantity into e,ual parts.
di0isor * the ,uantity by which another ,uantity is to be divided.
/
edge * where two sides of a solid shape meet.
e"ual (P" * havin! the same value.
e"uation (P- M" * a mathematical statement where the left side of the e,ual si!n has the same
value as the ri!ht side of the e,ual si!n.
e"uilateral (M" * a shape with all sides the same len!th.
e"ui0alent (M" * havin! the same value.
estimation (M" * to find a number close to an exact amount.
e0en numbers (P" * whole numbers that are divisible by 6. 4ven numbers have 0- 6- 9- ;- or 3
in the ones place.
expanded notation (form) * a way to write numbers that shows the place value of each di!it.
(4xample5 9/8 = 900 > /0 > 8"
F
face (M-" * the flat surface of a solid fi!ure.
fact family (P" * a !roup of addition?subtraction or multiplication?division facts that uses the
same set of numbers in various number sentences.
factor (M" * a number that is multiplied by another number.
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fraction (P" * a number showin! part of a whole.
numerator * the top number in a fraction which tells the number of parts selected.
denominator * the bottom number in a fraction which tells the number of pieces ma$in!
up a whole.
improper fraction * a fraction !reater than one whole that is not written as a mixed
number.
lowest term/simplest form * a fraction whose numerator and denominator have no
common factor !reater than 2.
mixed number/mixed fraction * a number written as a whole number and a fraction.
proper * a fraction smaller than one whole.
reduce/simplify * to reduce a fraction to lowest terms.
function (M-" * !ives one output value for each input value.
function table (M" * a table showin! the relationship between one number and another.
1
geometry (M" * a strand of mathematics dealin! with fi!ures and their parts.
greatest common factor (1CF) (M" * the lar!est number that will divide evenly into two or
more other numbers.
-
ine"uality (M-" * not e,ual in size- amount- or value (usually one of the followin! symbols is
used @- A- B- C- D".
)
least common multiple ()C#) (M" * the smallest common multiple of two or more numbers.
line (M-" * an infinite set of points formin! a strai!ht path extendin! in two directions.
intersecting lines * lines that meet or cross.
parallel lines * lines that are always the same distance apart.
perpendicular lines * two lines that form a ri!ht an!le where they intersect.
line segment * a part of a line defined by two endpoints.
#
measurement * the act of measurin! or the process of bein! measured.
(terms- conversions- and tools"
area * the size of the inside of a two.dimensional fi!ure in s,uare units.
capacity * the maximum amount that a container can hold. #ommon units of measure5
cup, pint, quart, gallon, liter
con0ert . To express a ,uantity in alternative units.
length * the distance alon! a line or fi!ure from one point to another.
width * a measure of the distance of an ob+ect from side to side.
height * the distance from the base to the top of an ob+ect or shape.
#ommon units of measure5 inch, foot, yard, mile, millimeter, centimeter, meter, kilometer,
#ommon tools5 ruler, yardstick, meter stick, tape measure
mass * the amount of matter in an ob+ect. Esually measured by balancin! a!ainst an
ob+ect of $nown mass. Fravity influences wei!ht but not mass.
#ommon unit of measure5 gram
perimeter * the distance around a fi!ure.
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l
i
n
e
a
r
temperature * amount of heat or cold measured by a thermometer
#ommon measures5 Celsius, Fahrenheit- degree
#ommon tool5 thermometer
time * the way we measure years- days- minutes- etc.
#ommon units5 second- minute, hour, day, year, month, decade, century
#ommon tools5 analog clock, digital clock, stopwatch, calendar
0olume * the number of cubic units it ta$es to fill a 8.dimensional fi!ure.
weight * a measure of the heaviness of an ob+ect.
#ommon units of measure5 gram, ounce, pound
#ommon tool5 scale
measures of central tendency * a measure of the %center) of the data. There are three types
of these measures5 mean- median- and mode. &ll of these are avera!es.
mean (M-" * the number that represents what all of the data items would be if they were
leveled out. The mean could also be represented as a point on a number line where the
data on either side of the point are balanced.
median (M-" * the middle value in an ordered data set (if there are two middle values-
then it is the mean of those two values".
mode (P-M-" * the value that occurs most fre,uently in the data set (there can be one
mode Guni.modeH- two modes Gbi.modalH or more- or no mode"
maximum 0alue (P" * the value that is the hi!hest in a data set.
minimum 0alue (P" * the value that is the lowest in a data set.
range (P-M-" * the distance between the hi!hest and lowest data values.
minuend * the number you subtracted from in a subtraction problem.
multiple (M" * the product of any two whole numbers.
multiplicand * the factor in a multiplication problem tellin! how many !roups.
multiplication * the operation of repeated addition.
multiplier * the factor in a multiplication problem tellin! how many are in each !roup.
.
negati0e number (M" * numbers less than zero.
number sentence (P" * an e,uation (=" or ine,uality (@-A- - - " with numbers.
number systems * the different sub!roups of numbers.
counting/natural numbers * the numbers we naturally count with; 2- 6- 8- 9- :- . . .
integers * the set of whole numbers and their opposites5 . . . -.6- .2- 0- 2- 6- . . .
real numbers * the combined set of rational and irrational numbers.
whole numbers * the countin! numbers plus 05 0- 2- 6- 8- 9- :- . . . .
'
odd number (P" * a whole number that can not be divided into 6 e,ual !roups. Idd numbers
have 2- 8- :- <- or / in the ones place.
order of operations (M" . the order in which you compute operations in an expression.
ordered pair * a pair of numbers that !ives the coordinates of a point on a !rid in this order5
(horizontal coordinate- vertical coordinate".
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P = Primary; M = Middle School; H = High School
2
pattern (P- M" * a lo!ical se,uence of numbers- pictures- shapes- or symbols.
growing (growth)* a type of pattern made by followin! a certain rule.
repeating * a pattern which has a core (or unit" that happens over and over a!ain
indefinitely. The core (or unit" is the shortest strin! of elements that repeat.
place 0alue (P" * the value of the position of a di!it in a number.
plane figures (P" * any 6.dimensional fi!ure that lays in a sin!le plane.
circle * a closed curve with all its points the same distance from the center.
decagon * a poly!on with 20 sides.
ellipse (o0al) * a plane shape resemblin! a flattened circle.
heptagon (septagon) . a poly!on with < sides.
hexagon * a poly!on with ; sides.
nonagon * a poly!on with / sides.
octagon * a poly!on with 3 sides.
parallelogram * a ,uadrilateral with two pairs of parallel and con!ruent sides.
pentagon . a poly!on with : sides.
polygon * a closed plane fi!ure formed from line se!ments that meet only at their
endpoints.
regular polygon * a poly!on with all sides the same len!th and all an!les the
same measure.
irregular polygon * a poly!on whose sides are not all the same len!th.
"uadrilateral * a four.sided poly!on.
rectangle * a ,uadrilateral with e,ual an!les.
rhombus * a ,uadrilateral with e,ual sides.
s"uare * a ,uadrilateral with e,ual sides and an!les.
trape3oid * a ,uadrilateral with exactly one pair of parallel sides.
triangle * a three.sided poly!on
acute triangle * a trian!le with no an!le measurin! /01 or more.
e"uilateral triangle * a trian!le whose sides are all the same len!th.
obtuse triangle * a trian!le whose lar!est an!le measures !reater than /01.
right triangle * a trian!le that has one /01 an!le.
plot * To locate (points or other fi!ures" on a !raph by means of coordinates.
point * an exact position in space.
positi0e number * numbers that are !reater than zero.
prediction * to tell or indicate beforehand- especially on the basis of special $nowled!e.
prime number * a number that has exactly two positive factors- itself and 2.
probability (M" * the chance that a particular outcome will occur (li$ely?unli$ely;
certain?uncertain; possible?impossible"
experimental probability * a statement of probability based on the results of a series of
trials or experiments.
theoretical probability * the probability of an event is e,ual to the number of favorable
outcomes divided by the number of possible outcomes. Jor example- a die has six
possible outcomes (2- 6- 8- 9- :- ;" but only one of those numbers will come up each time
the die is rolled. So the theoretical probability for !ettin! a 9 on one roll of the die is 2?;.
outcome * one of the possible events in a probability situation.
product (" * the result of multiplication.
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P = Primary; M = Middle School; H = High School
properties (P- M- " * when wor$in! with real numbers- there are some thin!s that are always
true about how they behave.
additi0e identity (addition property of 3ero) (P- M- " * zero (0" is the additive identity
because when you add 0 to any number you end up with that number.
associati0e property (M- " * in addition and multiplication- no matter how the numbers
are !rouped- the answer will always be the same.
commutati0e property (M- " * in addition and multiplication- numbers may be added or
multiplied to!ether in any order.
distributi0e property (M- " * multiplyin! a number is the same as multiplyin! its
addends by the number- then addin! the products.
multiplicati0e property (multiplication property of one) (M- " * when a number is
multiplied by 2 the product is that number.
symmetric property of e"uality (M- " * the answer to an e,uation can be on either
side of the e,ual si!n. Jor example5 30 > 60 = 200 +ust as 200 = 30 > 60.
3ero property (multiplication property of 3ero) (M- " * when a number is multiplied
by 0 the product is always 0.
4
"uadrants (M- " * the four sections of a coordinate !rid that are separated by the axes.
"uotient (M- " * the result of the division of one ,uantity by another.
*
radius (M- " . The distance from the center of a circle to any point on a circle.
ratio (M- " * a comparison of two numbers usin! division.
ray (M- " * a part of a line that has one endpoint and extends indefinitely in one direction.
remainder * amount leftover after dividin! a number.
regrouping/renaming * in place value- to use part of the value from one place in another place.
*oman numerals * the symbols used in the ancient Koman number system5 L = 2; M = :; N =
20; O = :0; # = 200; ' = :00; M = 2000.
S
solid figures * a !eometric fi!ure with three dimensions (len!th- width- and hei!ht".
cone (P- M- " * a 8.dimensional fi!ure with one curved surface- one flat circular base-
one curved ed!e- and one vertex.
cube (P- M- " * a 8.dimensional shape with six con!ruent s,uare faces
cylinder (P- M- " * a 8.dimensional shape with two parallel and con!ruent circles as
bases- one curved surface- two curved ed!es- and no vertices.
prism (P- M- " * a 8.dimensional shape with two identical- parallel faces (bases" that
are poly!ons. The remainin! faces are parallelo!rams.
rectangular (P- M- " . a prism with six rectan!ular faces.
triangular (M- " * a prism with trian!les as the parallel bases.
pyramid (P- M- " * a solid fi!ure whose base is a poly!on and whose other faces are
trian!les that share a common vertex.
rectangular5based pyramid (M- " * a pyramid whose base is a rectan!le.
s"uare5based pyramid (M- " * a pyramid whose base is a s,uare.
triangular5based pyramid (M- " * a pyramid whose base is a trian!le.
sphere (P- M- " * a 8.dimensional fi!ure that is perfectly round.
s"uare number (M- " * the number of dots in a s,uare array.
subset * a set within a lar!er set.
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subtraction (P"* an operation that !ives the difference between two numbers. Lt is also used to
compare two numbers.
subtrahend * in subtraction- this is the number bein! subtracted.
sum (P- M- " * the result of addition.
symmetry (line symmetry) (P- M- "* when a fi!ure can be folded alon! a line so that the two
halves match exactly.
$
transformation (P" * a chan!e in position or size.
reflection (flip) (P" * creatin! a mirror ima!e of a fi!ure on the opposite side of a line
(the line can be placed outside of the fi!ure or on top of the fi!ure".
rotation (turn) (P" * turnin! a shape around a point (outside the fi!ure or on top of the
fi!ure" at a !iven an!le.
translation (slide) (P" * slidin! a fi!ure a !iven distance in a !iven direction.
&
0ariable (M- " * a ,uantity that chan!es or that can have different values IK a symbol- usually
a letter- that can stand for a variable ,uantity.
0ertex (M- " * the point at which two line se!ments- lines- or rays meet to form an an!le.
,
whole number * a countin! numbers includin! zero.
6
x5axis (hori3ontal) (M- " * in a coordinate !rid- the horizontal axis.
+
y5axis (0ertical) (M-" * in a coordinate !rid- the vertical axis.
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P = Primary; M = Middle School; H = High School
Vocabulary
Strategies
Updated 9/19/2006 11
Frayer Model
Standard: any
Primary Intermediate
Targeted Use: Total Class Lesson
Additional Uses: Wheel Time (Teacher Directed)
Materials Needed:
Frayer Model for each student - blackline attached
Vocabulary words needed for the lesson
Frayer Model oerhead or on chart !a!er for teacher use
"lternatie# Leibherk Model$similar to Frayer Model (includes illustration)
Background: This model is a word analysis actiity% The students will analy&e the word
by lookin' at its essential and non-essential attributes by choosin' e(am!les and non-
e(am!les of the conce!t% )*n order to understand com!letely what a conce!t is+ one must
also know what it isn,t- (.illmeyer / .arton+ 0112)%
Directions:
0% "ssi'n the conce!t or word bein' studied%
3% 4(!lain all of the com!onents of the Frayer Model to be com!leted%
5% 6tart with an easy word and com!lete the model with the class%
7% 8ae students work in !airs to com!lete the model%
9% "llow students to share their work% 6tudents can reise their own as others are
sharin' their ideas%
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X X
Frayer Model
Updated 9/19/2006 13
Definition: Facts:
!am"les: Non#e!am"les:
Frayer Model
Updated 9/19/2006 14
Definition: Facts:

!am"les: Non#e!am"les:
Closed
Closed fi'ure
More than 3 strai'ht
sides
3 dimensional
Made of line se'ments
1entagon
8e(a'on
6:uare
Tra!e&oid
;hombus
Circle
Cone
"rrow
Cylinder
1olygon
" !lane closed fi'ure
made of line se'ments
that meet only at their
end!oints%
Updated 9/19/2006 15
word
characteristics
e(am!les
non-e(am!les
!icture
definition
Semantic Feature Analysis Model
Standard: any
Primary Intermediate
Targeted Use: Total Class Lesson
Additional Uses: Wheel Time (Teacher Directed)
Materials Needed:
6emantic Feature "nalysis Model for each student - blackline attached
Vocabulary words needed for the lesson
6emantic Feature "nalysis Model oerhead or on chart !a!er for teacher use
Background: This model hel!s students discern a term,s meanin' by com!arin' its
features to those of other terms that fall into the same cate'ory% This model 'ies
students a isual reminder of how certain terms are alike or different%
Directions:
0% 6elect a 'eneral cate'ory of study%
3% Create a matri(# alon' the left side+ list key ocabulary terms within chosen
cate'ory% "cross the to! of the matri(+ su!!ly features that these words mi'ht
share%
5% 6tudents use an )<- to indicate if the feature a!!lies to the ocabulary word%
7% 6tudents are encoura'ed to e(!lain to other students the rationale behind their
markin's% This model enhances understandin' of the conce!ts%
Updated 9/19/2006 16
X X
6emantic Feature "nalysis
"cross the to! of the table+ write ocabulary words that relate to a
mathematics to!ic (for e(am!le you could write liter+ cu!+ ruler+ meter stick+
balance scale+ etc% since these are all measurement tools)% *n the first column
list !hrases or statements that relate to some or all of the words listed at
the to! of the table (for e(am!le you could write metric+ ca!acity+ linear+
wei'ht+ measurement tools+ etc% since these are words that can 'o with any or
all of the words at the to! of the table%) Then students can mark in the
columns under each of the words usin' one of the followin' markin' o!tions#
<= = yes>no+ or true>false% (This strate'y could by used to hel! students
actiate !rior knowled'e%)
Updated 9/19/2006 1
?oly'ons
@!!osite
sides
!arallel
4:uilateral 4:uian'ular 7-sided 5-sided
6:uare

;ectan'le

Trian'le

;hombus

Tra!e&oid

Updated 9/19/2006
*s an odd
number
A 59B
"ll di'its
are een
Di'it in the
tens !lace is C 9
Di'ital
root is 1
223
39
790
00D
327
1!
!am"les of Semantic Feature Analysis
this could be left
unmarked since
only one set of
sides are !arallel
or left em!ty
because they
aren,t always
e:uilateral
or left em!ty
because they
aren,t always
e:uian'ular
$enn Diagram Model
Standard: any
Primary Intermediate
Targeted Use: Total Class Lesson
Additional Uses: Wheel Time (Teacher Directed)
Materials Needed:
Venn Dia'ram Model for each student E blackline attached
Vocabulary words needed for the lesson
Venn Dia'ram Model oerhead or on chart !a!er for teacher use )
Background: " Venn dia'ram re:uires the learner to com!are and contrast two conce!ts
or ocabulary words bein' studied%
Directions#
0% *nside each sha!e (circles are easy to use but any sha!e can be used in a
Venn dia'ram)+ label the conce!ts or ocabulary words that are bein'
com!ared%
3% Discuss the Venn dia'ram with learners+ notin' the items they will
com!are and contrast%
5% "sk learners to com!lete the Venn dia'ram inde!endently%
7% @nce the learners com!lete the Venn dia'ram+ hae them share the
dia'rams with each other and e(!lain their thinkin'%
Updated 9/19/2006 19
X X
Updated 9/19/2006 20
Updated 9/19/2006 21

Updated 9/19/2006 22
Updated 9/19/2006 23
Updated 9/19/2006 24
4en
Less than F
6ort these numbers by !lacin' them in the correct cate'ory in the Venn dia'ram%
0 3 5 7 9 F D 2 1 0B
Updated 9/19/2006 25
6ort these numbers by !lacin' them in the correct cate'ory in the Venn dia'ram%
09 5B FB D9 23 3F 7B 19 99 30
Multi!les of 9
4en
Less than 9B
Mat% Sort
Standard: any

Primary Intermediate
Targeted Use: Total Class Lesson
Additional Uses: Wheel Time (Teacher Directed)
Materials Needed:
Math 6ort mat for sortin' the word card (see blacklines E 00- ( 02- !a!er)
Math Cards (see blacklines)
Directs for the sorts (see blacklines)
Directions:
0% Gie students the math sort mat alon' with the a!!ro!riate math cards (use a
blank )?arkin' Lot- to make your math cards and then make co!ies for your
students to cut a!art)%
3% 6tudents will need to !lace their cards in the )?arkin' Lot- (side w>rectan'les)%
5% 6tudents will listen to the sortin' directions and !lace the cards that fit the
re:uirements into the )6ort 6!ace-%
7% Monitor the students to see what cards they are !lacin' into the 6ort 6!ace%
9% "sk the students to tell you which cards were !laced in the 6ort 6!ace% *f a
student has !laced a card that you beliee is incorrect+ hae them e(!lain their
thinkin'% (6ometimes they will think of reasons that we do not think of
immediately%) *f the thinkin' is incorrect+ ask :uestions that will lead the student
to see that their card does not fit the re:uirements of the sortin' direction%
F% When you are satisfied with the results of the sort+ hae students return their
words to the )?arkin' Lot- and 'ie the directions for the ne(t math sort%
D% Continue in the same way until you hae com!leted at least 7 or 9 sortin'
directions% The directions 'ien do not hae to be 'ien in any order% Choose the
ones that are most a!!ro!riate for your students at a 'ien time%
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X X
My
Sorting
Mat
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!arkin' lot
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sort s!ace
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Table of Contents for Interactive Vocabulary
Pages
Numeration
$igit................................................................9
%ven 7umber..................................................:
3dd 7umber....................................................;
1rime 7umber.................................................<
+omposite 7umber.........................................=
5raction...........................................................>
7umerator.......................................................?
$enominator...................................................@
Computation
#um................................................................. A
$iference.......................................................9B
'rray...............................................................99
1roduct............................................................9:
5actors............................................................9;
ultiple...........................................................9<
Cuotient..........................................................9=
Properties
'dditive Ddentity -'ddition 1roperty of 3ne/..........9>
ultiplicative Ddentity -ultiplication 1roperty of 3ne/ 9?
$istributive 1roperty of ultiplication.............9@
+ommutative 1roperty of 'ddition..................9A
'ssociative 1roperty of 'ddition......................:B
+ommutative 1roperty of ultiplication..........:9
'ssociative 1roperty of ultiplication..............::
Eero 1roperty of ultiplication........................:;
#ymmetric 1roperty of %Fuality.......................:<
Algebra
1attern............................................................:=
Growing -growth/ 1attern................................:>
Repeating 1attern............................................:?
5unction..........................................................:@
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eometry
2ine.................................................................:A
2ine #egment..................................................;B
Ray.................................................................. ;9
1arallel............................................................;:
Dntersecting 2ines............................................;;
1erpendicular..................................................;<
'ngle...............................................................;=
1olygon...........................................................;>
Cuadrilateral...................................................;?
Trape!oid.........................................................;@
1arallelogram..................................................;A
Rectangle........................................................<B
Rhombus.........................................................<9
#Fuare.............................................................<:
Triangle...........................................................<;
+ircle...............................................................<<
%llipse.............................................................<=
+ongruent.......................................................<>
#ymmetry.......................................................<?
+one................................................................<@
+ube...............................................................<A
+ylinder...........................................................=B
#phere.............................................................=9
1yramid...........................................................=:
1rism...............................................................=;
5ace................................................................=<
%dge................................................................==
+ircumference.................................................=>
$iameter.........................................................=?
Radius.............................................................=@
Transformation................................................=A
Rotation..........................................................>B
Translation.......................................................>9
ReHection........................................................>:
Measurement
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1erimeter........................................................>;
'rea................................................................><
4olume............................................................>=
+apacity..........................................................>>
Probability and Statistics
easures of +entral Tendency.........................>?
$ata #et..........................................................>@
Range..............................................................>A
edian............................................................?B
ode...............................................................?9
ean...............................................................?:
+oordinate Grid.1lane.....................................?;
x(axis and y(axis.............................................?<
+oordinates.....................................................?=
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