Lisa Kindsvater Page 1
Lisa Kindsvater Page 1
MATH VOCABULARY
(One Hundred Word List For 5th Grade)
Teach by Cards
Whole Number
Sum
Difference
Product
Quotient
Addend
Minuend
Subtrahend
Factor
Partial Product
Dividend
Divisor
Place Value (From billionths to thousandths)
Fractions
Numerator
Denominator
Proper Fractions
Improper Fractions
Mixed Numbers
Common Denominators
Uncommon Denominators
Reciprocal
Invert
Divisibility Rules
Decimal
Decimal Point
Mixed Decimal
Annexation of Zeros in Decimals
Percent
Squares
Square Roots
Terminating Decimal
Repeating Decimal
Real Life Application (I use real life application any time on all vocabulary. However, these are best taught using real life applications immediately. I also use hands-on application and experimentation.)
Average
Estimation
Rounding
Probability
Possible Outcomes
Perimeter
Area
(For the following I use cards, posters, and hands on equipment when necessary.)
Metric and English Measures
Metric Prefixes: Kilo, Hecto, Deca, Deci, Centi, Milli
Linear Measures
Meter (with prefixes)
Inch
Foot
Yard
Mile
Liquid Measures
Liter (with prefixes)
Teaspoon
Tablespoon
Pint
Cup
Fluid Ounces
Quart
Gallon
Weight Measures
Gram (with prefixes)
Ounce
Pound
Ton
Metric Ton
Measures of Time
Seconds
Minutes
Hours
Day
Week
Month
Year
Leap Year
Decade
Score
Century
Millennium
Temperature Measurements
Thermometer
Degrees
Fahrenheit
Celsius
Formula
Positive and Negative (Temperatures below zero)
Picture Representation
Equivalent Fractions
Learn by Example
Remainder
Common Factors
Greatest Common Factors
Reduce
Simplify
Lowest Terms
Cancellation on multiplication of fractions
Cross Multiplication
Multiples
Least Common Multiples
Least Common Denominator
Borrowing with Subtraction of Fractions
Greater Than
Less Than
Trial and Error
Algebraic Equation ( At this age I use the balance scale idea for the equations and other ways to teach variables. They get a little nervous about seeing an “ x” in an equation in their books. So I try to difuse that by showing them examples from first and second grade and how it used to be a box or blank line. Then we talk about how it varies and changes from one situation to the next. I think this year I will let “g” stand for girls and “b” stand for boys and show how the variable will change from one situation to the next.
Variable
Balanced Equations
Graphs (We did a fundraising mini pizza dinner for the student body and all parents and guests who signed up to attend. There was a form to fill out. We took these forms and created our own graphs. We started our with a tally graph. We added an extra column for frequency. From the results of these graphs, I have taught or will teach the following terms:
Tally Graph
Frequency
Pictograph
Bar Graph
Average
Estimation
Probability
Profit
Conversions for bigger recipe
Fractions
Dry and Liquid Measures
Misleading Concepts
Other Graphs (By pictorial representation and hands on action)
Line Graphs
Ordered Pair
Origin
Plot
Scale Drawing
Geometry ( I always teach geometry by visual representation. First, we make a visual representation on the board or on their paper. Then we look for visual representation in the classroom. Then we think of visual representations outside the classroom. Outside in creation is intended. I try to show how they build on one another. We use hands-on manipulatives as necessary. I use charts in helping them with definitions and any kind of representations, such as cards, that I can. I plan on using some of the tables, circles, mappings, and models learned from the workshop.)
Geometry
Point
Line
Plane
Line Segment
Congruent
Line
Ray
Angle
Intersection Lines
Perpendicular Lines
Parallel Lines
Simple Closed Figure
Similar Figures
Congruent Figures
Polygon
Triangle
Quadrilateral
Parallelogram
Rectangle
Square
Rhombus
Trapezoid
Pentagon
Hexagon
Heptagon
Octagon
Vertex
Diagonal
Right Angle
Acute Angle
Obtuse Angle
Straight Angle
Right Triangles
Isosceles Triangles
Equilateral Triangles
I realize about five of these word are repeated. I did this to show in one activity how repetition is so important in learning the vocabulary in Mathematics. Also, any time I get the opportunity to use the concepts in real life situations, it is grasped a little easier by the student. Conversion became a reality, not book work. Profit, average, and frequency became real terms, not just words in a book.
I also realize that some of these words, especially words like triangle and square, are used in much earlier grades. However, students are grasping them not only as a square on a page, but its properties as well. Students’ minds are growing and developing and they are grasping new things every year. The expected difficulty level increases each year.
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