math vocabulary assignment

5 Fun activities for teaching math vocabulary

• March 8, 2024
• Rebekah Bergman
• Education Tips & Tricks

Why is teaching math vocabulary important?

Success in math isn’t only a matter of numbers; math vocabulary plays a huge role too! For students to gain true mastery of math, they need to become fluent in the language of mathematics. Becoming fluent means building a vocabulary that includes words from “addend” to the “y-axis,” understanding those words, and then being able to use them and apply them to new scenarios. Plus, a word can have one meaning inside the math classroom and an entirely different one outside of it, think of “odd” and “plane.” Math vocab also includes words and phrases that are also symbols that students need to learn how to recognize, read, and use (e.g., ℼ and √).

With many skills and standards to master, it can be tricky for math teachers to find time and opportunities to devote to vocabulary instruction . Keep reading to explore five fun ideas to teach math vocabulary.

Flocabulary for math vocabulary

At Flocabulary , vocabulary is key to our lessons and activities. Our belief in the power of vocabulary informs our approach to learning across subjects. Our hip-hop songs and engaging videos are centered around vocabulary and threaded through all the activities in each lesson. Here’s a mashup of some of the math videos Flocabulary has to offer!

Captivate students and make learning experiences memorable and interesting through Flocabulary.  Teachers can sign up below to access video lessons and activities shared in this blog post. Administrators can contact us below to learn more about the power of Flocabulary Plus.

5 Fun activities and tips for teaching math vocabulary

1. incorporate vocabulary into number talks, do nows, and your other rituals and routines..

Vocabulary instruction doesn’t have to occur in an isolated vacuum; researchers say it shouldn’t be ( File, Kieran & Adams, Rebecca, 2010 )! Exposing students to math words as they are used authentically in context is an effective strategy to build their vocabulary. It can be relatively simple to do this: you can use your existing classroom rituals and routines–like Number Talks or Do Nows–as opportunities to integrate vocabulary learning.

Exposing students to a word will not be enough to grow their vocabulary. Repetition and context are key.  As a word is used, take a moment to examine it with students. How is that vocabulary word being used in this problem or example? If the vocab word is relatively new to your students, you might provide direct instruction about its meaning and usage. If it’s a word students have seen many times already, you might pause for a quick check for understanding to reinforce the meaning and usage.

Here are some specific vocabulary activities you can implement into your classroom routines:

• Make a game of spotting the vocabulary. Ask students to keep an eye out for their math vocabulary words throughout the class. Consider creating a gesture or other signal that students can make if they see or hear one of the words used in a Number Talk or Do Now. Turn it into a friendly competition and offer prizes. Keep it easy and quick for you to implement, and this game can become its own vocabulary ritual that will foster engagement and keep the learning going and growing. 
• Use Flocabulary to spot vocabulary words in a song. Flocabulary creates standards-aligned hip-hop infused videos for K-12 subjects. Every Flocabulary lesson includes 3-10 vocabulary words. Pause the video, or have students raise their hand for you to pause the video, whenever a vocab word is used. Look at the lyrics and visuals on the screen that represent the word or phrase, and discuss the vocabulary before you continue playing the song!

2. Have students speak, write, and draw their math vocabulary words.

Math teachers know the importance of manipulatives for gaining first-hand experience with abstract mathematical concepts. Similarly, students need opportunities to practice speaking, writing and drawing new words to fully incorporate those words into their vocabulary and make them their own.

Here are a few activities that provide students with this opportunity:

• Have students apply the word to a new scenario by writing a sentence or creating their own example problem.
• Ask students to draw a visual representation of a word.
• Pair students up or put them in small groups to have conversations using their vocabulary.
• Use a Frayer model graphic organizer . This typically includes four boxes for each vocabulary word with space for students to create a definition, list examples, list non-examples, and describe features or facts.
• Assign students Flocabulary’s Vocab Cards. Inspired by the Frayer model, Vocab Cards feature a definition in student-friendly language, words, parts of speech, an image, synonyms, antonyms, and an example sentence. There is room for students to practice writing an example and drawing the word, too. Assign these Vocab Cards and have students share their work, or you can complete them front-of-class together.

3. Have students keep a journal with examples and definitions of their vocabulary words.

In a vocabulary journal, you can have students log any new words they have encountered incidentally while solving word problems, the vocabulary words you introduced, or provided direct instruction around, or a combination of both!

How much and what you have students record for each word is up to you! But again, knowing the importance of exposing students to a word in multiple contexts, you might have students create a running log with space for additional examples of the word used in context as they come across them. Having a journal is especially useful during test prep season because students can refer back to what they’ve learned.

Here’s a breakdown of how students can create a vocabulary journal:

• Adding words to the journal will help students commit the new vocabulary to memory. For each entry, students can write the word, a predicted definition from context, the real definition they find, and examples.
• Students can use the journal to self-assess. Have them set up the page with the words on one side and the definitions on the other. When they fold the page in half, they can quiz themselves!
• Use Read & Respond to record new words in their journal. After students watch a Flocabulary video, have them complete the Read & Respond accompanying activity. Instruct them to write down any additional vocabulary words from the text passages in their journal.
• Seeing this journal grow can be hugely motivational , especially for students who might struggle in other areas of mathematics. Over time, the vocabulary journal will also serve as a comprehensive and living record of their learning.

4. Gamify vocab instruction for added fun, competition, and collaboration.

Earlier, we discussed ways to create a game for math vocabulary words used throughout class time. You can also play games with students using the math terms in new contexts to test their knowledge.

Gameplay can be one round or many. Educational games can be especially significant when students need to reset their energy level or get up and move a bit before they’re ready to sit still or quietly focus on a different kind of task. It also creates opportunities to build classroom community through friendly competition and student collaboration. These games do not take much time away from the other math learning and practice. They also don’t require many materials or time to set up.

Here are some vocabulary games and activities students can do:

• Charades: Students can work in partners or teams to act out a vocabulary word and have their teammates guess it correctly.
• Pictionary: Students can draw a vocabulary word and have their teammates guess it correctly.
• Fil-in-the-blanks: Students can come up with a fill-in-the-blank sentence for their teammates to compete or race to identify which vocab word is being defined or described.
• Flocabulary’s Vocab Game : In this game, students complete fill-in-the-blank sentences and match definitions, images, synonyms, and antonyms with the right vocabulary word. Correct answers add new instruments to build a Flocab beat! By the end of the game, students will be able to listen to a beat they’ve created by completing the fill-in-the-blanks. Flocabulary’s Vocab Game is available in every lesson.

5. Allow room for students to get creative!

“Creating” is at the very top of Bloom’s Taxonomy and is considered to require higher-order thinking skills. While most tips on this list won’t take much time to implement, this one can take longer, but we feel the investment can be well worth the time. With that in mind, you can consider a creative vocab assignment.

You can use vocabulary activities to encourage freedom, expression, and creativity. After all, we know that students can do a lot more than write sentences and draw pictures. Often, they crave opportunities to engage more creatively with their learning.

Here are a few ways to get creative with vocab instruction with students:

• Create a picture book or other visual that could teach younger students about one or more math vocab terms while telling a story.
• Create and perform a skit that uses math vocab in a real-world context. 
• Create a poem that uses examples or definitions of math vocabulary words.
• Use Lyric Lab to have students create their own songs using their vocabulary words. Lyric Lab is a rhyme-writing tool available in every Flocabulary lesson. It includes a rhyming dictionary and beats that students can use to help them write their rap or poem. It also consists of a word bank that keeps track of which vocabulary words they’ve used. You can have students write songs in Lyric Lab and perform them to celebrate the end of a unit!

Start using these tips in your math classroom

Across all subject areas, vocabulary is essential to comprehension. It’s estimated that students need to know more than 90% of words in a text to understand it ( Schmitt et al., 2011 ). In math, this means that students need opportunities to learn the language of math to understand the problems they are solving. Fortunately, there are lots of fun and easy-to-implement ways you can build students’ math vocabulary, and Flocabulary’s videos and lesson activities can help!

Captivate students and make learning experiences memorable and interesting through Flocabulary.  Teachers can sign up below to access video lessons and activities shared in this blog post. Administrators can contact us below to learn more about the power of Flocabulary Plus.

Interested in reading more about this topic? Check out this blog post: Tips for math instruction with Flocabulary

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The Complete Guide to Teaching Math Vocabulary

By Mary Montero

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I am a firm believer that students in the upper grades can be expected to use precise math vocabulary. This means they know the difference between conceptual and computational errors, they fluently use words like “sum” and “product,” and they read decimals with tenths and hundreds instead of points. The more we can incorporate this seamlessly into our instruction and conversation, the more automatic it will become for students. Now, I never call out my students for using informal math vocabulary. However, just like we practice reading fluency, it’s important to me that we practice math fluency as well! 

Download Everything You Need– for free!

This free PDF guide will allow you to have all of the math vocabulary resources right at your fingertips.

Why it’s important to use correct, precise math vocabulary:

• It increases student comprehension and ability to tackle math word problems
• It improves performance on standardized tests (which almost always use proper, precise math vocabulary)
• It gives every child a little knowledge boost as they progress through the grade levels
• It increases conceptual understanding of math concepts

A special note: Please note that I have used these strategies and expectations with all students, but students needing extra support or English Language Learners may need additional scaffolds, support, and accommodations. I never call out a student for using informal math vocabulary.

Important Math Vocabulary Lessons

I infuse proper math vocabulary into all of my lessons, but I do teach three explicit lessons on the skill.

Lesson #1: Expression vs. Equation

We dissect the words expression and equation. You’ll see in the anchor chart below that  “Express” is underlined under Expression and “Equa” is underlined under Equation. Expressions are short, hence the “express” and “equa” is similar to equal. This helps my students remember the difference and infuses a bit of word study as well.

Lesson #2: Conceptual vs. Computational Understanding

I teach this lesson in relation to analyzing errors in your work, but it’s essential. When students have me check a piece of work, and I tell them it’s wrong, I will always tell them whether it’s computational or conceptual, which requires them to understand the difference between the two. If it’s computational, I typically don’t do a lot of reteaching. If it’s a conceptual error, I know I need to help them with the concept. This also makes them highly aware of their gaps in knowledge – there is a big difference between making computational mistakes and not understanding the concept. Don’t skip this lesson!

Lesson #3: Formal vs. Informal Math Talk 

The upper grades, we do a fun little lesson about formal vs. informal math talk. We discuss that it’s perfectly fine to occasionally use informal math talk, but the more we use formal math talk, the more automatic it will become (just like informal math talk!). Here are the math topics I focus on the most:

• Operations: I constantly ask my students what OPERATION they used to solve the problem. When asking them about their answer, I’m always sure to ask “What the sum/difference/product/quotient.”
• Decimal Points: We read 2.34 as two and thirty-four hundredths , not two point three four
• Reading Whole numbers: We don’t use and when reading larger numbers, specifically because that’s how we read decimal numbers, and we don’t want to get in that habit early on.
• Reading Fractions: We refer to the top number as the numerator and the bottom number as the denominator .
• Greater than and Less Than: As students get older, they should fluently be able to read statements using <,>, and =
• Regroup and Decompose: It’s really hard to break the habit of saying “borrow,” but they aren’t borrowing numbers, they are regrouping them.
• Improper Fractions and Fractions Greater than One: This is newer, and one I still accidentally use sometimes! 
• Reduced and Simplified Fractions: I use both terms interchangeable, BUT I make sure that students understand that we are not reducing the size of a fraction when we simplify. 
• Geometry Terms: I’m a stickler for this one too – those aren’t corner. Those are vertices! 
• Dimensions: Make it a point to teach this term and how to read dimensions. This is hugely important as students learn about area and perimeter (other terms you should always use). 
• Digits vs. Numbers: This is akin to understanding that letters make up words. Digits make up numbers, and it’s important that students understand the difference.

More Math Vocabulary Practice

The free PDF guide includes extra practice for 145 math vocabulary terms!

Excellent Books for Teaching Math Vocabulary and Skills

I created an  Amazon Affiliate List of my favorite math picture books . The free PDF includes activity suggestions to use with some of the books to make teaching math vocabulary lessons easier!

Related Blog Posts

• Teaching Precise Math Vocabulary
• Analyzing Errors
• Teaching Domain Specific Vocabulary

Related Resources

• Math and Literacy Anchor Chart Mega Bundle
• Error Analysis Bundle
• Math Projects Bundle
• 5th Grade Spiral Math Review

Mary Montero

I’m so glad you are here. I’m a current gifted and talented teacher in a small town in Colorado, and I’ve been in education since 2009. My passion (other than my family and cookies) is for making teachers’ lives easier and classrooms more engaging.

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Granite School District

Vocabulary cards.

This page contains math vocabulary cards for Kindergarten through 8th Grade and Secondary 1 Mathematics.  These cards can also be found in Spanish, Chinese, and French under the Dual Immersion menu.  Portuguese, German, and Russian vocabulary cards are located at the following website:  USOE Dual Immersion Vocabulary Cards

Kindergarten

Kindergarten CCSS Vocabulary Word List (pdf) Vocabulary Cards Kindergarten (pdf)

1st Grade CCSS Vocabulary Word List (pdf) Vocabulary Cards 1st Grade A-L (pdf) Vocabulary Cards 1st Grade M-Z (pdf)

2nd Grade CCSS Vocabulary Word List (pdf) Vocabulary Cards 2nd Grade A-L (pdf) Vocabulary Cards 2nd Grade M-Z (pdf)

3rd Grade CCSS Vocabulary Word List (pdf) Vocabulary Cards 3rd Grade A-L (pdf) Vocabulary Cards 3rd Grade M-Z (pdf)

4th Grade CCSS Vocabulary Word List (pdf) Vocabulary Cards 4th Grade A-L (pdf) Vocabulary Cards 4th Grade M-Z (pdf)

5th Grade CCSS Vocabulary Word List (pdf) Vocabulary Cards 5th Grade A-L (pdf) Vocabulary Cards 5th Grade M-Z (pdf)

6th Grade CCSS Vocabulary Word List (pdf) Vocabulary Cards 6th Grade A-L (pdf) Vocabulary Cards 6th Grade M-Z (pdf)

7th Grade CCSS Vocabulary Word List (pdf) Vocabulary Cards 7th Grade A thru M (pdf) Vocabulary Cards 7th Grade N thru Z (pdf)

8th Grade CCSS Vocabulary Word List (pdf) Vocabulary Cards 8th Grade A thru L (pdf) Vocabulary Cards 8th Grade M thru Z (pdf)

Secondary 1 Math

Secondary 1 CCSS Vocabulary Word List (pdf) Vocabulary Cards Secondary 1 A thru L (pdf) Vocabulary Cards Secondary 1 M thru Z (pdf) Secondary 1 Student Glossary (pdf)

Math Vocabulary Word List

K-6 CCSS Vocabulary Word (pdf) K-8 CCSS Vocabulary Word List (pdf) Sec 1 – Sec 3 CCSS Vocabulary Word List (pdf)

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12 Great Ways to Review Math Vocabulary

Great Ways to Review Math Vocabulary

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Build Strong Math Vocabulary Skills Using These Simple Strategies

Learning new vocabulary is a fundamental part of understanding math concepts. Use these strategies to build both fluency and engagement.

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Math class doesn’t seem like the most obvious choice for word walls, glossary lists, and word of the day games. But a strong understanding of math terms is essential for mastering concepts—meaning strategies for building robust vocabulary are surprisingly useful. 

Recently, fifth-grade math teacher Kathleen Palmieri began to wonder how well her students understood the complex terms used in textbooks and word problems. So she performed some action research by pulling out 10 key terms—including exponent, base, equivalent, and estimate—and asked students to define those terms using words or numbers, she writes in a recent piece for MiddleWeb . About 40 percent of her kids could write a basic definition, exposing significant gaps in conceptual fluency.

“What I discovered in my students’ responses was that learning math terminology is more than studying a list of words,” she said, concluding that regular practice with new math terminology facilitates mathematical discourse and understanding. “It is much more of an architecture of learning where concepts need to be explored and a pathway of understanding needs to be blazed before a mathematical term can be attached to establish true meaning.”

Here are a few of the ways Palmieri and other teachers “immerse students in the language of math”—while keeping student engagement high. 

1. Let students do the defining: Students need to contextualize words before they can understand them, and need repeated exposure to them before they sink in. 

As an alternative to Palmieri’s baseline assessment, have students pull out the key terms they think will be important later. Literacy specialist Rebecca Alber asked her students to skim a chapter from a textbook and identify their own vocabulary list . Students would then rate each term by whether they “know it,” “sort of know it,” or “don't know it at all.” Afterward, they wrote out a definition or took their best guess at the term’s meaning.

“Before they turn in these pre-reading charts, be sure to emphasize this is not about ‘being right,’” she advised. “They are providing you with information to guide next steps in class vocabulary instruction.”

Similarly, Palmieri provides some introductory context and asks students to add to an expanding glossary. Research has largely dispelled the practice of writing out memorized definitions from textbooks, so Palmieri takes a different tack. Students take an active role in coming up with definitions based on their learning. As students learn more about the terms and how they’re used, they update definitions. At the end of the lesson, to consolidate learning, it may prove helpful to review all the terms as a class.

2. Get creative with word walls: Instead of writing terms on a word wall and hanging it up for students to glance at, Palmieri has students write terms on colorful Post-Its and affix them to bulletin boards. She also gets great engagement from letting students use art supplies to creatively show what they’ve learned: “Bubble letters, examples of problems and definitions with graphics are truly fun ‘math’ activities,” she explains. “Students present and explain their term and then proudly display their poster in the classroom.” 

Unlike static word walls, these strategies involve principles of constructivism , an active and social learning theory where learners build on previous knowledge and create new learning themselves. As students learn new concepts, they can define terms in real-time, make adjustments as the concepts deepen, and hang them around the classroom for others to learn from.

3. Make it a game: Math instruction doesn’t have to be drab, says Palmieri. You can introduce familiar word games like Pictionary, where students draw out clues and others try to guess the concept. She also plays a game called “What’s My Term?” where “students verbally give clues as others listen.” 

Likewise, language specialist and Harvard lecturer Rebecca Rolland suggests a game where students show they know what terms mean by listing “non-examples” of things they are studying. For instance, acute angles can look “‘sharp’ but not ‘curvy’ or ‘wavy’ or ‘square,’” she says. Ask students to come up with creative non-examples and explain their thought processes. “That same acute angle might look like a door that’s partly shut, but not like a smile or a cloud.” 

Still others play match games with index cards face down on a table, or encourage students to create definitions that rhyme or fit to music. In these cases, the game itself is perhaps less important than the act of engaging students to commit the terms to memory. 

4. Word(s) of the day: To reinforce specific concepts, Palmieri has the class come up with a word of the day or week, depending on the duration of the lesson. Students count how often the word is used and in which contexts (e.g., in word problems, during class discussion, in small group activities). 

Inspired by research she had done that suggested students need to use a word between six and 30 times to truly learn it, sixth-grade teacher Megan Kelly began picking three words to focus on for a day and reviewing the terms at the start of class. During class, she emphasizes the words herself, and asks students to use the words as many times as they can with a partner. 

“I used the words a ton in my directions and made a big deal whenever I heard a student say one of our goal words,” she says. “Everyone wants to be in on the fun, so each time I praised someone for using the word, there was an increase in others using them too.”

5. Break down word problems: Word problems are notoriously difficult, especially when challenging language obscures the intent of the question. Before students solve word problems numerically, Palmieri has the whole class perform a close read for sense-making. Together they pull out key words and create a written response. Working out word problems as a group is a well-established strategy. Teachers at Concourse Village Elementary School in New York City use a 3-read protocol : First, they read the word problem aloud to the class without numbers, then students read the complete problem on their own and pull out key terms before reading it together as a class. The 3-read protocol clarifies “what they’re reading and helps to build their fluency,” says Blair Pacheco, a teacher who has used the strategy with her students.

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Math Vocabulary Words Are Important: Here's How to Teach Them

Written by Alison Smith

Math and vocabulary words may not seem like they go together in the same sentence for some people. But if you’re teaching math, that means you need to be teaching your students math vocabulary words too.

Why Is Vocabulary Important in Math?

The word “vocabulary” may call to mind ELA, but math has a language of its own with unfamiliar terms that can trip students up. Think of math as a fast-paced sport (stay with us!).

Most sports include some unusual lingo — let’s use basketball as an example. The fast-paced nature of basketball can make learning the language of hoops even more of a challenge. If you’ve ever been assigned to coach basketball as an extracurricular sport, you’ll know that there’s little point in asking your students to  fast break  the ball down the court,  post up, layup,  or ally-oop  unless there is a clear understanding of what these technical terms mean.

Get started with math vocabulary posters for your classroom !

With this analogy in mind, imagine being a student lost in a fast-paced math lesson, confused by the language and the terminology. Even with the best intentions, your confused student is soon going to feel overwhelmed, frustrated, and defeated.

So why is math vocabulary so important to teach? Understanding math vocabulary has a correlation to better problem-solving and conceptual understanding of math itself. After all, how can you supply an answer when you don’t know what the question is actually asking!

Also at issue? Math vocabulary is also loaded down with homophones that can easily confuse students who don’t know what they mean in the mathematical context. Just look at the word “mean!” For students, the vocabulary word can refer to a dictionary definition or meaning or it can refer to someone who isn’t be very nice. But when they pull out their math books, suddenly mean … well … means something very different! This is true of all learners, but it can present a special roadblock for English language learners.

A place value bulletin board like this one provides a visual reference for students to remember important math vocabulary. 

Look around the classroom. Do you have students in your classroom who do not respond to questions in math class? Perhaps you can think of students who demonstrate knowledge and understanding of math concepts in class, but do not perform well on math tests? Or maybe, you have a student who performs exceptionally in non-verbal reasoning tests but does not show the same ability when solving word problems?

There are three main ways in which your students’ failure to understand math vocabulary may show itself:

• not responding to questions and seeming disengaged
• unable to complete tasks that are heavy on written instruction
• unable to apply knowledge and understanding in math tests

How to Teach Math Vocabulary

In order to set our students up for success, they need regular planned opportunities to read, unpack, and use math vocabulary. Here are some simple ideas to make math vocabulary stick.

Set Up a Math Vocabulary Bulletin Board

Math anchor charts and math bulletin boards dedicated to vocabulary are both a great start as visual reminders reinforce your math vocabulary lessons.

We used our   editable math vocabulary word wall cards to create this eye-catching math bulletin board. Remember to refer to your board daily, discuss the vocabulary, and make it part of your daily routine to pick a word and explore it!

Support Your Students with Vocabulary Binder Rings

We used our   Math – Classroom Theme Pack  editable name tags to create these effective math vocabulary binder rings to help students make links between math vocabulary related to the four operations . You could create binder rings with math vocabulary words for each student if you’ve got extra time, or you can create just a few that hang from hooks in the room where they’re easy for students to access for reference.

Punch-Out Math Terminology

Are you looking for a way to support both kinesthetic and visual learners who need to understand math vocabulary to succeed?

Take away the fear of mathematical terminology by using fun hand gestures to represent the four operations. Using hand gestures is a great way to reinforce teaching and learning and to help make student thinking more visible. This kind of teaching and learning technique makes me smile on the inside.

One of the hardest things about solving word problems is unpacking the words and identifying the math operation(s) needed to find the solution. Students need practice at both reading and interpreting word problems and identifying the operation required. Worry about the actual answer later on!

How to use this technique:

• Introduce a hand gesture and sound effect for each of the four mathematical operations. Choose easy-to-remember actions and short, sharp sound effects.
• Familiarize your students with these gestures by using them during daily math lessons. Whenever you use the words “addition,” “subtraction,” “multiplication,” or “division,” encourage your students to make the hand gesture and sound effect.
• Provide your class with a selection of word problem task cards that involve the four operations.
• Ask your students to work with a partner, taking turns to read the word problem and identify the math operation needed to solve the problem.
• Encourage your students to make the gesture and sound effect as soon as they identify the operation needed to solve each word problem. Make it fast-paced and fun!

Explore these word problem task cards to support this activity!

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Create a Math Terminology Word Search

Why not give your students a brain break from numbers? You can create a custom math vocabulary word search by using our Create Your Own Word Search Widget .

How to do it:

• Select Widgets from the home menu.
• Find and select Create Your Own Word Search
• Add a title.
• Enter a list of words that you would like to appear in your word search.
• Select a board size and font.
• Choose “yes” or “no” to including diagonals.

If you are teaching and learning about vocabulary related to measurement, it’s your lucky day! There’s a list of 45 measurement words, ready to go! Just select the appropriate word list from the drop-down menu (Custom List), and you are good to go.

Explore thousands of engaging digital and printable math resources created by teachers for teachers!

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Math Vocabulary Worksheet Templates

Customize math vocabulary templates.

What are Math Vocabulary Worksheets?

These worksheets are an excellent way to begin a new unit by introducing the class to new terms and helping them master new words! They are educational resources designed to assist students in learning and reinforcing key mathematical concepts. Given the nature of the subject, it is natural to raise inquiries such as "What is math vocabulary?" and ponder its significance within the realm of mathematics. The worksheets come in various formats, such as matching exercises, fill-in-the-blanks, crossword puzzles, and word searches. These worksheets engage and encourage active learning, enabling them to internalize math terms effectively.

Benefits of Using Math Vocabulary Worksheets

Mathematics has its own unique set of terms that kids must comprehend to succeed in the subject. Proficiency in math vocabulary allows learners to:

• Understand Word Problems and Instructions: It helps decipher word problems and instructions accurately, enabling them to approach problem-solving tasks with confidence.
• Communicate Effectively: A strong grasp of math terminology allows students to express their thoughts and ideas clearly, making mathematical discussions and explanations more precise.
• Bridge the Gap Between Different Math Concepts: It acts as a bridge between various mathematical concepts, facilitating connections and deeper understanding.
• Active Engagement: Interactive exercises in worksheets keep learners actively engaged, making the learning process enjoyable and memorable.
• Reinforcement of Concepts: Worksheets provide opportunities to reinforce mathematical concepts through repetitive practice and application of the terms in context.
• Skill Development: Worksheets help develop critical thinking, problem-solving, and reading comprehension skills.
• Personalized Learning: Customizable worksheets allow educators to cater to individual learning needs and adapt to different grade levels and topics.
• Assessment and Feedback: Worksheets often include answer keys, enabling children to self-assess and receive immediate feedback on their progress.

Creating and Utilizing Math Vocabulary Worksheets

Here's a step-by-step guide to planning and making a worksheet:

• Choose a Format: Determine the type of worksheet that suits your objectives and student needs, such as matching, fill-in-the-blanks, crossword puzzles, or word searches.
• Select Vocabulary Terms: Identify the relevant math words based on the grade level and topic you're focusing on.
• Design the Worksheet: Create a visually appealing layout and organize the activities logically. Incorporate examples, definitions, and contextual sentences to enhance comprehension.
• Include an Answer Key: Provide an answer key for self-assessment and to facilitate efficient grading.
• Utilize Technology: Explore online resources and math vocabulary worksheet generators to save time and access a wide range of pre-made templates.

Lesson Ideas for Math Vocabulary Worksheets

Vocabulary matching game.

Use a math matching worksheet to create a game where kids match terms with their definitions. Divide the class into pairs or small groups and provide each group with a math terms worksheet. Teams race against each other to correctly match the terms and definitions on their worksheets. The team that completes the matching game first with the most correct answers wins.

Vocabulary Posters

Provide each student with a math vocabulary worksheet generator or a blank template. Everyone selects a math term from the worksheet and creates a visually appealing poster that includes the term, definition, and an example. Display the posters in the classroom to reinforce learning.

Math Vocabulary Quiz

Administer a math terminology quiz using a customized worksheet. Distribute and allow the class a designated time to complete it. Review the quiz together as a class, discussing the correct answers and addressing any misconceptions. Provide feedback and offer additional practice if necessary.

Math Vocabulary Word Search

Design custom worksheets with challenging word search activities using related words. Create a math terms worksheet with a grid of letters and a list of vocabulary words. Encourage students to circle or highlight the words they find and provide definitions for each term once they have completed the word search.

Create a Math Vocabulary Booklet

Provide each student with a set of math vocabulary worksheets or a math vocabulary worksheet generator. Instruct them to choose a few terms from the worksheets and create pages for each term in their booklet. Each page should include the term, definition, an example, and an illustration that represents the concept.

Completing a math terminology worksheet helps reinforce understanding of key mathematical terms.

Tips for Planning Your Math Vocabulary Worksheet

• Determine the Grade Level and Topic: Consider the appropriate grade level (e.g., kindergarten, elementary, middle school) and the specific math topic you want to focus on. Select terms related to the topic, such as place value, right angle, multiplication, etc.
• Choose a Worksheet Format: Decide on the type of worksheet format that suits your objectives and student needs. Options may include math vocabulary matching worksheet, fill-in-the-blanks, crossword puzzles, or word searches.
• Gather Vocabulary Terms: Compile a list of math vocabulary words relevant to the chosen grade level and topic. Ensure that the terms align with the numeracy vocabulary and mathematics vocabulary appropriate for the level.
• Design the Worksheet Layout: Create a visually appealing layout that is easy to comprehend for children. Use a math vocabulary template or worksheet generator to streamline the design process.
• Include Various Activity Types: Incorporate a variety of activities, such as matching exercises, fill-in-the-blanks, or definitions writing. Provide clear instructions for each activity, ensuring students comprehend the tasks.
• Integrate Examples and Definitions: Include an example of vocabulary math terms in context, demonstrating their application. Provide concise and accurate definitions for each vocabulary term, promoting comprehension.
• Add Spelling and Word Usage Challenges: Include activities that require students to spell the vocabulary terms correctly. Incorporate sentence completion exercises where kids must use the terms accurately.
• Customize for Different Grade Levels: Adapt the difficulty level of the worksheet to suit the grade level and abilities of your students. Make adjustments to terms, instructions, or the complexity of the activities as needed.
• Provide an Answer Key: Include an answer key to facilitate self-assessment and to guide students in checking their responses.

How to Make a Math Vocabulary Worksheet

Choose one of the premade templates.

We have lots of templates to choose from. Take a look at our example for inspiration!

Click on “Copy Template”

Once you do this, you will be directed to the storyboard creator.

Give Your Worksheet a Name!

Be sure to call it something related to the topic so that you can easily find it in the future.

Edit Your Worksheet

This is where you will include directions, specific images, and make any aesthetic changes that you would like. The options are endless!

Click "Save and Exit"

When you are finished, click this button in the lower right hand corner to exit your storyboard.

From here you can print, download as a PDF, attach it to an assignment and use it digitally, and more! Don't forget, Storyboard That is also great for designing custom math worksheets, teaching mathematics vocabulary, and creating free math vocabulary posters!

Even More Storyboard That Resources and Free Printables

• Multiplication Worksheet Templates
• Definition Worksheet Templates
• Addition Worksheet Templates
• Division Worksheets
• Subtraction Worksheets

Happy Creating!

Frequently Asked Questions About Math Vocabulary Worksheets

How can i integrate math vocabulary into regular math lessons.

Math vocabulary can be integrated into regular math lessons in the following ways:

• Introduce and reinforce terms: Explicitly incorporate math vocabulary into your lessons. Utilize free printable math vocabulary resources and provide clear definitions and examples.
• Foster usage in discussions and activities: Encourage students to actively employ the vocabulary during discussions, problem-solving, and written assignments.
• Offer contextual practice: Provide opportunities for students to practice and apply math vocabulary in different contexts.

Are there any strategies on how to teach math vocabulary so that students can remember and retain the terms?

There sure are! Check out some of our ideas for math vocabulary for kids below:

• Regular vocabulary review: Create math vocabulary worksheets that reinforce previously learned terms through regular review sessions or engaging games.
• Student-created resources: Encourage students to create flashcards, concept maps, or personal glossaries to aid vocabulary retention.
• Real-life connections: Relate math vocabulary to real-life examples that resonate with students' interests and experiences.

Are there any strategies to support English language learners in learning math vocabulary?

Yes, there are strategies specifically designed to support English language learners in learning math vocabulary.

• Provide visual aids, such as charts, diagrams, and manipulatives, to enhance understanding.
• Incorporate bilingual glossaries or translations of math terms to facilitate comprehension.
• Encourage collaborative learning and peer support for language practice and clarification.

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Teaching Math Vocabulary that Sticks

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For math to be accessible to students, math vocabulary must be taught! Let’s talk about teaching math vocabulary in a way that sticks!

Let’s see how important math vocabulary is to understanding and solving this problem. Could you solve this problem? I covered up a vital piece of information needed to solve this problem to emulate what a student might experience without knowing the vocabulary necessary to solve.

Model Using the Math Language

If we want students to use the words we are teaching, we need to practice using it ourselves. Vocabulary requires exposure. Using the words as frequently as possible, students will hear  the words as frequently as possible, increasing their comfort with the words.

If a student uses a vocabulary word incorrectly, then make sure to correct it. “Bottom number” is a “denominator.”

As teachers, we can jump ahead to the solving of a problem, but using the STAAR test question above, we should start by asking students – “What does surface area mean?”

Annotating word problems or questions is also a way to practice math vocabulary. Anytime we read the word “percent,” we wrote “/100” to remember that percent meant “out of 100.”Let’s look at another math vocabulary rich problem: 

Here are some questions you can ask to practice that math vocabulary. 

• What makes a number an integer?
• Is -53 an integer?
• What does absolute value mean?

Get Ahead By Previewing Vocabulary

If you are a Texas teacher, you can use this excellent document that will show you which vocabulary words are new to the grade level as well as words from previous grade levels. This is a great place to start for a word wall. 

• 6th grade 

Previewing the vocabulary for an upcoming unit is a great place to start when teaching math vocabulary. In my experience, students copying definitions killed the energy in class, but offering students a “kid-friendly” definition that you referenced daily and had them practice (using some of the ideas in this post) was much more successful. 

Display a Word Wall

Update 7/28/2023: maneuvering the middle now has a middle school math + algebra 1 word wall..

As you can see in the video below, our Word Wall includes 190 essential math terms, their clear-cut definitions, and their visual representations.

We’ve included Spanish translations for all terms and definitions, ensuring a supportive and accessible learning experience for English Language Learners.

They were designed to be minimal prep and flexible to customize the formatting to suit your students’ unique needs.

Word walls are a vital part of any math classroom. You can learn more about word walls in this post .  If students are taking a brain break and staring off into space, they are likely staring at some math content. To have the most useful word wall, make sure words include a short definition, picture, and can be visible from the furthest spot in the classroom.

My word wall was constantly building. The wall started with 3 words in unit 1 and eventually built to just under 100 by the end of the school year. I purchased my sixth grade TEKS word wall here . 

Pointing out the addition of new words to the word wall and where students can access help if needed lets students know that the word wall is for their use! It is meant to be used!

Provide Opportunities to Use the Words in Context

When asking students questions, prompt the response to include vocabulary in their answer. This is the lowest lift, but it is so effective! Use a turn and talk and a cold call to get every student responding.

• Instead of: how do we divide fractions?
• Try: Using the word reciprocal, explain how we divide fractions.
• Instead of: What sides of the triangle are congruent?
• Try: Using the word congruent, describe what you notice about the sides of this triangle.

I read that you need to use a new word about 10 times before you remember it!  Teaching math vocabulary is something that you build into your instruction.

Fun Practice for Spiraling Definitions

To keep vocabulary and definitions fresh, use any of these activities in the last few minutes of class:

• Flyswatter Games – If you want students to get familiar with your word wall, use the Flyswatter Game.  This is a very engaging review game. If you are like me and don’t bother to cover up anything in your room before a test, this will help remind students where to look when they are stuck.  Two students face off with fly swatters in hand.  You give them a prompt such as “2, 4, 6, 8” are examples of ______” And the first student to swat the word ‘multiples’ earns their team a point.
• Flashlight Game -This game is great for those last few minutes of class as a sponge activity.  Turn off the lights and use a flashlight to point to a word on the wall.  Students can then shout out an example, the definition, or even a counter-example. 
• Guess the Word – I played this in a PD, and immediately implemented it in my classroom. One student stands with the white board behind them facing the rest of the classroom. You write (or have a slide deck prepared) a vocabulary word behind the student. Students in the classroom take turns giving the students hints to what vocabulary word is written behind them. You see how many words the student can guess in a given amount of time. 
• Quizziz or Kahoot – Both have a vast library of vocabulary rich games.

How do you teach math vocabulary to your students?

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5 Math Vocabulary Activities for Primary Learners

How do you teach math vocabulary in your classroom? When you think of the word vocabulary, ELA is the subject that comes to most people’s minds. However, I want to share my passion with you about also teaching the importance of it during your math instruction! Below, I will share some strategies and activities you can use to focus on the significance of math vocabulary with your students.

If you’re not already familiar with Marzano’s Six Step Process , I would highly suggest looking over it for your vocabulary instruction. In this specific blog post , I mention how I use it during my reading block, but it’s also an effective method for math vocabulary!

Before we dive in, one of the big things I want you to take away from vocabulary instruction is the importance of students explaining terms using their OWN definitions. You don’t just want students reciting textbook definitions back to you without fully understanding the concept of it.

“ To effectively teach mathematical vocabulary, consider what foundational knowledge should they already know to understand the terms being taught and how they will be assessed.” (The Art & Science of Teaching, R. Marzano)

There are 3 different types of vocabulary words within mathematical concepts.

• Ex: how, many, and more.
• Ex: exact, complete, connect, item
• Ex: area, array, regrouping

Keep in mind that when looking over your mathematical vocabulary that goes with your lesson, which tier does it fall into…1, 2, or 3? That will help you decide what kind of instruction needs to be used with those words. You might have 2 or 3 words that your kids are already pretty familiar with that you don’t need to review as much, whereas these new terms that students are not as familiar with will need more exposure to.

Below are 5 different activity ideas that you can use to introduce or review vocabulary words with students during your math instruction time!

1. Graphic Organizers

I love using graphic organizers when introducing vocabulary words. The one seen below may look familiar to you. Even though it seems super simple, it truly is an effective way to help students better understand mathematical terminology. You can grab this exact one HERE!

You’ve probably seen something like this before used for reading vocabulary and while this one is somewhat similar it does have its differences. While in an ELA block, you might ask for a synonym or antonym, but in math you want students to demonstrate an example and a non-example.

As you are working through this graphic organizer, I just want to remember that you don’t have to complete everything in one day for every word. That could take forever!

Break it down into chunks for better understanding for your students. For example, on day 1 you could have students draw a picture for each of the vocabulary words. On day 2, you can go over and review definitions and have students write the definitions in their own words.

Once your students become familiar with these graphic organizers and become familiar with the activity, they could do it as a math station. That way it doesn’t take up too much of your whole group instruction time.

2. Pocket Chart Sorts

Pocket chart sorts can help students distinguish the characteristics that define a concept in a simple way. Something like this that has pictures really benefits your ELL students where they can put an image with a concept. It helps students visualize and see what they are and what they are not!

You can use pocket charts with shapes, place value blocks, time, money, and more! Once you do this whole group, you can put an activity like this in a math station. Students will be getting that valuable vocabulary practice without even realizing it.

3. Mile a Minute

This is one of my favorite games to play with students. Here’s how it works:

• Place students into teams
• Provide a list of words related to a specific concept
• Call on a student to come to the front. They must read the words related to the concept.
• The first team to guess the concepts gets a point.

I’ve done this several different ways. For example, you can put all the words on the board at one time and have students come up and read them out loud. Another way to play this game is to pull up a blank PowerPoint or have words written on an index card and only show one word at a time. The possibilities are endless with this and it’s such a great way to review those math vocab words!

4. Mathematical Conversations

If you’re a member of Managing Math Stations , you know how much I preach the importance of having mathematical conversations with your students on a daily basis.

You might have a kid who can answer a question correctly on paper, but to have them explain something using their own words is so valuable. You’re not going to know that they fully understand the concept unless you’re having mathematical conversations with them.

Something that I’m constantly using to have these mathematical conversations are these math comprehension question stem cards. I keep them on a ring at my small group station as well as up by my desk so that I have quick access to them whenever needed!

As you are having these important math discussions, include targeted vocabulary as part of the question. For example, What does it mean to partition a fraction? Always ask for an explanation and justification , as well. This way you are truly gaining an understanding of where your student is with their learning.

5. Math Word Wall

Last, but not least, have some sort of math word wall for your students to reference. You can do one inside of your classroom or in the hallway like the one below!

If you don’t have enough wall space to do an entire word wall, feel free to use other important graphics such as anchor charts and printable visuals. You can keep them up for long periods of time or switch them out according to what lesson you are teaching.

As you can see, there are SO many different ways to help practice those math vocabulary skills! You can see all of the strategies mentioned here in my Math Vocabulary Facebook Live Video.

Don’t forget to download your FREE math vocabulary graphic organizer to use with your students by filling out the form below!

Feel free to pin the image below to save this post for later!

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Knowledge Crosses – FREE Resources

Rudolph academy printable and interactive crosswords and quizzes for language arts, history, science, math, music, literature, esl, test prep (psat) (sat) (act) (ap).

Math Vocabulary Quizzes

Rudolph Academy Math Vocabulary Quizzes are an exceptional resource for students from kindergarten through 8th grade, offering a multitude of benefits that contribute to their mathematical development and academic success. Here’s why these quizzes are invaluable:

• Strengthening Mathematical Vocabulary : Strong mathematical vocabulary is essential for comprehension and problem-solving. Rudolph Academy Math Vocabulary Quizzes cover key terms and concepts, helping students develop a robust understanding of mathematical language crucial for success in various mathematical domains.
• Promoting Active Learning : Interactive quizzes engage students actively in the learning process. By prompting students to identify, define, and apply mathematical vocabulary in context, these quizzes encourage active participation and deeper understanding, fostering a more dynamic and effective learning experience.
• Personalized Learning Experience : Rudolph Academy Math Vocabulary Quizzes offer personalized learning experiences tailored to individual student needs and proficiency levels. With quizzes covering a range of difficulty levels and topics, students can choose exercises that align with their learning goals and progress at their own pace, promoting autonomy and personalized skill development.
• Building Confidence : Mastering mathematical vocabulary instills confidence in students’ mathematical abilities. As students become more familiar with mathematical terms and concepts through regular practice with Rudolph Academy Math Vocabulary Quizzes, they gain confidence in their mathematical communication and problem-solving skills, empowering them to tackle challenging mathematical tasks with assurance.
• Supplementing Classroom Learning : These quizzes serve as valuable supplements to classroom instruction, reinforcing and expanding upon concepts taught in the classroom. Whether used as homework assignments, review exercises, or enrichment activities, Rudolph Academy Math Vocabulary Quizzes complement traditional teaching methods, providing additional opportunities for students to consolidate their understanding and reinforce learning outside of school hours.
• Fostering a Lifelong Love for Math : By making learning enjoyable and accessible, Rudolph Academy Math Vocabulary Quizzes nurture a lifelong love for mathematics. Engaging with interactive quizzes that cover diverse mathematical topics and vocabulary instills a sense of curiosity and appreciation for the beauty and utility of mathematics, inspiring students to continue exploring and mastering mathematical concepts throughout their academic journey and beyond.

Rudolph Academy Math Vocabulary Quizzes offer a comprehensive and engaging platform for students to strengthen their mathematical vocabulary, promote active learning, personalize their learning experience, build confidence, supplement classroom learning, and foster a lifelong love for math. I highly recommend incorporating these quizzes into the educational toolkit of students in kindergarten through 8th grade to support their mathematical growth and success

For students in 7th and 8th grade, mastering academic math vocabulary is crucial for success in advanced mathematical concepts and standardized tests. Online math vocabulary quizzes, such as those offered by Rudolph Academy, provide an excellent avenue for achieving this mastery. Here’s why:

• Enhanced Understanding : Academic math vocabulary quizzes help students develop a deeper understanding of mathematical concepts by familiarizing them with specialized terminology used in textbooks, exams, and classroom discussions. By engaging with quizzes that cover a wide range of mathematical vocabulary, students can effectively communicate their mathematical reasoning and comprehend complex mathematical texts.
• Improved Test Performance : Proficiency in academic math vocabulary directly impacts performance on standardized tests, including state assessments and college entrance exams. By regularly practicing with online math vocabulary quizzes, students strengthen their vocabulary skills and become more adept at deciphering and responding to test questions accurately, leading to improved test scores and academic achievement.
• Preparation for Advanced Courses : Mastery of academic math vocabulary is essential for success in higher-level math courses, such as algebra, geometry, and calculus. Online math vocabulary quizzes provide a solid foundation in mathematical terminology, equipping students with the linguistic tools necessary to navigate and excel in advanced coursework with confidence.
• Convenience and Accessibility : Online math vocabulary quizzes offer convenience and accessibility, allowing students to practice anytime and anywhere with internet access. This flexibility enables students to incorporate vocabulary practice into their study routine, whether at home, in school, or on the go, making it easier to reinforce learning and track progress consistently.

For students in 7th and 8th grade, mastering academic math vocabulary is essential for academic success and future mathematical pursuits. Online math vocabulary quizzes offer a convenient, effective, and engaging way for students to achieve this mastery, leading to improved understanding, test performance, preparation for advanced courses, and confidence in mathematical communication.

7th Grade Math Vocabulary Quizzes Online and Interactive –  Quiz 1 ,  Quiz 2 ,  Quiz 3 ,  Quiz 4 8th Grade Math Vocabulary Quizzes Online and Interactive –  Quiz 1 ,  Quiz 2 ,  Quiz 3

Go to more Math Quizzes Go to Math Crosswords Go to Math Word Searches Go to Math Worksheets

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Building a mathematics vocabulary

Building a Mathematics Vocabulary

We cannot receive, hold and manipulate a concept without having either an image/schema or words for the concept. The image could be a picture, figure, drawing, or symbols. In the case of language it can be a word, expression, or an equation.

For effective communication of mathematics ideas, children need robust and rich images and vocabularies (language containers). Without appropriate language containers, children cannot retain and communicate mathematics ideas. Vocabulary—words, expressions, phrases—are the language containers for mathematics concepts.

Learning mathematics, then, is using, creating, extending, and modifying language containers—the vocabulary of mathematics. Students’ proficiency in mathematics is directly related to the size of the set of their vocabulary. Rote memorization of a collection of words is not enough to master the language of mathematics. Instead, one has to acquire the related schemas with understanding. Language proficiency refers to the degree to which learners exhibit control over their language.

The introduction of mathematics vocabulary and terminology should be contextual, but even direct study of quantitative and spatial vocabulary contributes significantly to improved mathematics conceptualization—learning new concepts, creating deeper and robust conceptual schemas, and more effective communication.

When children create and encounter a language container for a mathematics concept, they also create and invoke the related conceptual model in their minds. Each word and expression such as sum , product , rational number, least common multiple, denominator , rectangular solid , conic section , and asymptotic represents a concept with its related schema . For example, if a person understands the definition of multiplication as ‘repeated addition’ or ‘groups of’, then these expressions invoke the conceptual schema. The expression 43 ´ 3, will invoke: 43 repeated 3 times (43 + 43 + 43) or 3 groups of 43 (43 + 43 + 43). If multiplication is learned as the ‘area of a rectangle’, then 3 ´ 43 will invoke an image of a rectangle with dimensions 3 (vertical side) and 43 (horizontal side).

The development and mastery of mathematical vocabulary are the result of a long and continuous interactive process between native language, mathematics language and symbols, and their quantitative and spatial experiences. This begins with play and concrete experiences in children’s environment. Experiences are represented through pictorial and visual forms and means, which then may result in abstract mathematics formulations and problems that students solve. This mathematics formulation—devising of abstract symbols, formulas, and equations, is then applied to more problems, and the result of this process is communicated. Successful communications demonstrate that the child has mastered a concept. The process can be summarized as:

• Understanding the environment (concrete experiences and use of native language).
• Translation (native language to pictorial and linguistic forms).
• Representation (in the native language).
• Description and verbalization (in the native language).
• Discussion (in the native language).
• Mathematical formulation of the problem (in the mathematical language).
• Manipulation of mathematical language.
• Communication of the outcome of mathematics operations (in mathematics and native languages).

This communication furthers not only children’s mathematics achievement but also their language development.

Building the Vocabulary of Mathematics Many of children’s mathematics difficulties are due to their limited vocabulary—its size, level, and quality. A child’s size and level of vocabulary is the intersection of three language sets:

• The level and mastery of the native language and background the child brings to the mathematics task.
• The level and sophistication of language that the teacher uses and the questions she asks to teach mathematics.
• The language set of the mathematics textbook being used.

The intersection of these three language sets is the available language the child has to learn mathematics. A small intersection means the child has a limited vocabulary. The objective, then, is to increase the size of this intersection. A child’s limited mathematics vocabulary may be for many reasons.

• The mathematics problems of the child with English as a second language in a classroom where the medium of instruction is other than the child’s native language.
• The child’s and teacher’s economic, cultural, and geographical backgrounds differ. For example, the linguistic problems that many urban black children and immigrant children face are an example of a linguistic/cultural mismatch and the assumptions teachers make in instructing children.
• Textbook language sets differ from the language sets of the children and the teacher.

Whatever the reasons for limited language sets, we need to help children acquire a robust mathematics vocabulary. Properly acquired and used in context, a mathematics vocabulary has a profound effect on children’s mathematics achievement and their thinking. Planned activities for developing, expanding, and using vocabulary contribute significantly to better mathematical word problem-solving ability and support learning new concepts, deeper conceptual understanding, and more effective communication.

Although more textbooks are emphasizing the language of mathematics, there is still little attempt to develop a coherent and comprehensive mathematics vocabulary in school mathematics teaching. In one textbook, the expression “ find the sum ” is introduced quite early. In another series, the expression is introduced much later, and then the words “find the sum” and “add” are used interchangeably. In another text, the word “sum” is used sparingly. Consequently, a child may face different language sets from grade to grade and from school to school. Although the textbooks have a large number of common language terms and vocabulary, many words are not in common. Further, some textbooks use so much language without properly introducing the terms that many children find textbooks frustrating. Exercises do not provide enough practice in basic skills, which prevents children from automatizing the language or the conceptual skills associated with them.

Strategies for Enhancing the Mathematics Vocabulary Ways in which children’s failure to develop mathematical vocabulary may manifest as: (1) children have difficulty conceptualizing a mathematics idea; (2) they do not respond to questions in lessons; (3) they cannot perform a task; and/or (4) they do poorly on tests, particularly on word problems.

• Their lack of conceptualization of a mathematical idea may be because they do not have the language for the concept to receive it, comprehend it or express it, such as ‘find the sum of’, ‘union of two rays…,’ ‘evaluate…’
• Their lack of response may be because they do not understand spoken or written instructions such as ‘draw a line between…’, ‘touch the base of the triangle’, ‘place a positive sign next to the numeral,…’ or ‘find two different ways to…’
• They are not familiar with the mathematics vocabulary words such as ‘difference’, ‘subtract’, ‘quotient’, or ‘product.’
• They may be confused about mathematical terms such as ‘odd’ or ‘table’, which have different meanings in everyday English and have more precise meanings in mathematics.
• They may be confused about other words and symbols like ‘area’ and ‘perimeter’, ‘factor and multiply’, ‘and’.

To enhance children’s vocabulary, every school system should have a minimal mathematics vocabulary list at each grade level. Mastery of words from such lists will prepare children to communicate mathematics. This list can also be used to assess students’ grade level language of mathematics. This list should indicate the grade of introduction of words, terms, and definitions and the level where they are mastered. It should be developmentally and linguistically appropriate. The teacher should constantly identify, introduce, develop, and display the words and phrases that children need to understand and use.

The teacher should use the same techniques to introduce mathematics words as she teaches native language. She should have a Math Word Wall for every mathematics concept she teaches. When a new word related to the concept emerges in discussion, it is added to the Word Wall. With the introduction of each word, students are exposed to several words and concepts that contain it. Then students use it in their own words, with as many examples as they can. The teacher selects a word and then asks children to use it in mathematics context. The following exchange illustrates this process.

• “ Give me a sentence that uses the word ‘add.’”
• “ You have $5 and I have $14. Let us add both amounts.”
• “ That is great! Now use the word ‘sum’ in a sentence.”
• “ That is easy. If we add our monies, what is the sum of our monies?”
• “ That is great! Now I am going to write some words on the board. I want you to first to tell me and then write a sentence or two using each word. If you want, you can use more than one word in a sentence.”

The concepts are then reviewed in circular fashion, built upon, and tied into new ideas. This helps children construct a working vocabulary that is constantly augmented, and they are also learning skills to build it.

Once the key root words have been introduced to children, the teacher can begin to extend the mathematics vocabulary words. Among the easiest sets are the words formed with prefixes, suffixes and derivative words. The process is to introduce the math prefixes and roots casually and then formally. In a casual manner, parents and teachers can remark, “You know a tricycle has 3 wheels. Tri- means 3 and cycle means wheels.”

Teacher: What will be the name of the object that has three angles? Student:  A triangle. Teacher: Why? Student:  A triangle has 3 angles and tri- means 3. Teacher: Now draw a triangle on your paper. Children draw triangles on their papers.

Teacher: The word ‘lateral’ means a side. What will you call an object that has three sides? Student:  A trilateral. Teacher: Now draw a trilateral on a paper. Children draw a trilateral on their papers.

Teacher: If the word ‘gon’ means a corner, what will you call an object that has three corners? Student:  A trigon.

Teacher:   If ‘octo’ means eight, what does ‘octagon’ mean? Student: A figure with eight corners.

As with all language development, there is a sequence in moving from speech ability to writing ability: the input is auditory in its foundation (the child is immersed in oral linguistic experiences), then followed by speech ability (the child produces language) and later by reading and writing ability. When young children have this kind of foundation, they avoid the anxiety of making sense of key foreign words later on in a formal setting. They will be able to generalize and relate math concepts to their daily experiences.

Instructional Suggestions for Language Proficiency There are practical reasons children need to acquire rich and appropriate vocabulary for them to participate in classroom life—the learning activities and tests. There is, however, an even more important reason: vocabulary, as part of mathematical language, is crucial to children’s development of thinking not only in mathematics problem solving but in general problem solving. Once children have control over their language usage, they begin to have control over the meta-cognitive skills that produce insights into their learning and their interactions with learning tasks. Language and thinking are interwoven in reasoning, problem solving, and applications of mathematics in multiple forms—intra-mathematical, interdisciplinary, and extracurricular. If children do not have the vocabulary to talk about a concept, they cannot make progress in understanding its applications—therefore solving word problems.

Teachers often use informal, everyday language in mathematics lessons before or alongside technical mathematical vocabulary. This may help children’s initial grasp of the meaning of words; however, a structural approach to the teaching and learning of vocabulary is essential to move to higher mathematics using the correct mathematical terminology. This also applies to proficiency. The teacher needs to determine the extent of children’s informal mathematical vocabulary and the depth of their understanding and then build the formal vocabulary on it.

It is not just younger children who need regular, planned opportunity to develop their mathematical vocabulary. All students and adults returning to education need to experience a cycle of concrete work, oral work, reading, writing, and applications.

The teacher needs to introduce new words through a suitable context, for example, with relevant, real objects, mathematical apparatus, pictures, and/or diagrams. Referring to new words only once will do little to promote the learning of mathematics vocabulary. The teacher should use every opportunity to draw attention to new words or symbols with the whole class, in small groups or with individual students. Finally, the teacher should create opportunities for children to read and write new mathematics vocabulary in diverse circumstances and to use the word in sentences.

• Concrete work: Concrete materials/models develop images and the language for mathematics ideas. The concrete materials/models help children (a) generate the language, (b) understand the concept, and (c) arrive at an efficient procedure. Students should be encouraged to explore and solve problems using manipulative materials and asked to discuss and record the activity using pictures and symbols. The teacher or a student can also act the word out.
• Writing work: The teacher should explain the meanings of words carefully. The teacher should refer to a similar word; give the history and the derivation of the word and write it on the board. Children should copy it in their Math Notebook. The teacher should ask the children to say the word clearly and slowly. They should rehearse the pronunciation of the word. The teacher should ask them to spell the word and ask a child to say the word and spell it with eyes closed.
• listening to the teacher or other students using words correctly
• acquiring confidence and fluency in speaking, using complete sentences that include the new words and phrases, in chorus with others or individually
• discussing ways of solving a problem, collecting data, organizing data and discussing the properties of the data for a variety of reasons: to generate hypotheses, develop conjectures or make predictions about possible results or relationships between different elements and variables involved in the problem
• presenting, explaining, communicating, and justifying methods, results, solutions, or reasoning, to the whole class, a group, or partner
• generalizing or describing examples that match a general statement
• encouraging the use of the word in context and helping sort out any ambiguities or misconceptions students may have through a range of open and closed questions.

Because students cannot learn the meanings of words in isolation, I believe in the centrality of reading and conversation in mathematics lessons. Shared reading is a valuable context for learning and teaching not only mathematics language but also mathematics content. Strategies such as using children’s books, stories, DVDs, and videos as a vehicle for communicating mathematical ideas develops mathematical language. Reading word problems aloud and silently, as a whole class and individually, is equally important. During these readings, the teacher should ask questions involving mathematics concepts. This develops strong mathematics language and understanding. Students can be asked to read and explain:

• numbers, signs and symbols, expressions and equations in blackboard presentations
• instructions and explanations in workbooks, textbooks, and other multi-media presentations
• texts with mathematical references in fiction and non-fiction books, books of rhymes, children’s books during the literacy hour as well as mathematics lessons
• labels and captions on classroom displays, in diagrams, graphs, charts, and tables
• definitions in illustrated dictionaries, including dictionaries that the children have made themselves, in order to discover synonyms, origins of words, words that start with the same group of letters (e.g. triangle, tricycle, triplet, trisect…), words made by coding pre-fixes or suffixes, words derived from other words.

All students from K through 12 and adults returning to education need to work on developing their mathematics vocabulary.

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10 Ideas for Vocabulary Instruction in Math

There is a strong correlation between a student’s word knowledge and future academic success. Evidence shows that what students already know about a topic is a reliable predictor of how easy they will learn new information in that topic. Words are the tools students use to access background knowledge, to make necessary connections, to learn about new concepts, and to express those ideas in everyday life. In fact, the more terms you know about a specific subject, the easier it is to understand and learn new information related to that subject. One builds upon the other.

It takes a numeracy-rich environment for authentic vocabulary learning to occur. The power of numeracy lies in the empowerment of students; that is, students are given opportunities to use academic vocabulary in a natural setting and to recognize and appreciate how that term relates to the world both inside and outside the math class.

As teachers, we need to look at developing vocabulary in mathematics. Learning new content vocabulary is critical to deepening mathematical understanding. Without an appreciation of the content vocabulary involved, students are often denied access to mathematics. Understanding math language gives students the proficiency they need to mull around in the math a bit, integrate old knowledge with newly learned vocabulary, and apply that learned knowledge in new situations.

The authors of Bringing Words to Life (Beck, McKeown, Kucan 2002) explain that effective vocabulary instruction does not rely solely on definitions. Writing definitions out of a math dictionary is just not enough. When vocabulary instruction is effective, students learn the words, use the words, remember the words, and can ultimately apply the words fluently in different contexts.

Research indicates that when vocabulary instruction is direct and purposeful, it is effective. One of the most consistent findings related to effective vocabulary instruction is that students need multiple exposures to a word in order to learn it. Essentially, the more times students are exposed to a new vocabulary word, the stronger the understanding becomes. We sometimes forget a child needs to hear and use a word several times before it can be assimilated into daily conversation. Consequently, teachers should consider how to make multiple exposures to the word or concept frequent, novel, meaningful, and engaging. In other words, we need to make vocabulary instruction come alive!

Below you will find 10 ideas for making vocabulary instruction engaging, meaningful, and lasting:

1. An Interactive Word Wall

As students learn new vocabulary words, add them to a Word Wall. You can simply add the words or have students create a poster of each word including a visual, student definition, examples & non-examples. Allow students to move words around on the word wall according to whatever challenges you present. Provide opportunities to categorize the concepts, create hierarchies, and/or identify words that would connect to the learning that day.

You can also play a mystery word game giving hints while students guess the appropriate word. The student who guesses can then take a turn identifying a new mystery vocab. Another great idea is to choose one word and have students create questions that can be answered using the word. Students can play “fact or fib” using a word wall. As you choose one word and read statements about that word, students decide whether that statement is a fact or fib. This can easily be adapted into “sometimes, always, never” statements. Of course, it is important to discuss reasoning behind all activities using an interactive word wall.

The word wall below comes from a Ms. Clark’s fifth grade class at First Philadelphia Charter School. It is magnetized to allow for easy movement of the words.

As a way to build background knowledge, have students preview the text pages and with a partner identify any vocabulary words that might trip them up during the lesson. Students can keep their own “confusing words” list and use that list to search for answers and clarify misconceptions. Make sure to revisit and revise the list so students can keep track of growth.

3. Inside/Outside Circle

Each student receives a vocabulary word on an index card. Students are to define and draw an example of the word on the back of the card. Students form two concentric circles – inside circle facing out and outside circle facing in so that each student is facing a partner. Students alternate asking partners either definition or term. Teachers move circles to find new partners and repeat steps.

4. Frontload Multiple-Meaning Words

Mathematics often uses words with multiple meanings. This can be very confusing for students. It is helpful to present these words prior to the lesson and ask students to brainstorm various meanings. If need be, simply let students know what the math meaning is. This revelation can be a relief to students with limited background knowledge. Some examples of multiple-meaning words in mathematics are substitute, regular, similar, angle, chord, expression, etc.

5. Word Wizard

Have students become “word wizards” by challenging them to discover their math vocabulary used somewhere outside the school setting. Of course, they will need to bring “proof,” which could be a news article, a quote from a relative, a picture emailed to you with a description, a drawing with a caption, a TV quote, etc. This activity raises awareness of how academic vocabulary is used in everyday life (Allen, 2000).

6. List-Group-Label, Word Sort, or Circle the Category

Classifying and categorizing vocabulary words are important skills for comprehension and application. A closed sort means you provide both terms and the categories. An open sort means you students are given the terms but are not given the category titles. It is up to them to create and justify groups and titles for each group. Circle the category is a kinesthetic way to either do an open or closed sort. Students receive the words and get up to form groups.

7. Double-Dutch Chants

8. Concept Circles

Concept circles are circles divided into quarters. You can design this activity differently:

• Include four terms and challenge students to recognize how they are related. Students can provide an appropriate topic title.
• Write one word that doesn’t belong. Students recognize and defend their answers. This can be open-ended so all answers can be right as long as the explanation is mathematically sound.
• Include three words and leave the last quarter blank asking students to find another related term and justify their answer.
• Leave all quarters blank. Students fill in related terms or sketches with shared explanations.

9. Pre- and Post- Concept Checks

This tool for vocabulary development takes just a minute to prepare, and the payoff is big for both teachers and students. If the objective for your lesson can only be achieved with a clear understanding of certain terms, or if your lesson is heavy on vocabulary, this is a great entry point.

Directions:

• Ahead of time, pull out the terms that are most important.
• Have students rate their understanding of the terms before the lesson using the rating scale below.
• Circulate the room using this as a formative assessment. Adapt lesson accordingly.
• After the lesson, have student re-rate their understanding and prove this rating by creating representations or writing an explanation (Forget, 2004, p.230).

Ratings:               

+ could teach it

Kind of know it

	Mean
	Median
	Mode
	Range

10. Vocabulary Cartoons

Vocabulary Cartoons work on the principle of mnemonics. A mnemonic device helps with retrieval by associating it with something you already know. Vocabulary cartoons link a rhyming word with a visual in the form of a humorous cartoon.

In the example below, the new math term chord is associated with the word bored . A chord is a line segment connecting two points on a circle’s circumference. By definition, a diameter is a chord, but there are endless other chords that do not pass through the center point of the circle. In this case, the chord is bored because, even though he’s invited into the circle, he’s rarely ever in the center of it all.

Pearse, Margie. Teaching Numeracy: 9 Critical Habits to Ignite Mathematical Thinking . Thousand Oaks: Corwin, 2011.

Written by Margie Pearse

Margie Pearse has over 30 years of teaching experience with certifications in mathematics, elementary education, English as a Second Language (ESL), and Pennsylvania Quality Assurance Systems (Certified Instructor – PQAS 2014). She is presently at Chester Community Charter School as a Math Coach and in graduate education, training pre-service teachers how to create deeper, more numeracy based lessons.

Margie’s passion is to share a love of math with teachers and students! Her goal is to empower every student with the tools and strategies needed to be fluent and flexible with numbers. Margie’s educational philosophy can be summed up as such, “Why NOT reinvent the wheel! Yesterday’s lessons will not suffice for students to succeed in tomorrow’s world. We need to meet students, not just where they are, but where they need to be. There is great potential in every child. It is our job to empower students to discover that potential and possess the tenacity and self-efficacy to reach it.”

Published Books: Teaching Numeracy: 9 Critical Habits to Ignite Mathematical Thinking , released by Corwin in 2011; Learning That Never Ends , released by Rowman & Littlefield in 2013; and Passing the Mathematics Test for Elementary Teachers , by Rowman & Littlefield, February 2015.

Establishing a Shared Language for VISIBLE LEARNING (Part 2)

Great teaching by design, latest comments, pingback: math | pearltrees / january 12, 2019, pingback: vocabulary | pearltrees / august 2, 2018.

Olivia Bartlett / July 6, 2016

Hello! This post was recommended for The Best of the Math Teacher Blogs 2016: a collection of people’s favorite blog posts of the year. We would like to publish an edited volume of the posts at the end of the year and use the money raised toward a scholarship for TMC. Please let us know by responding via http://goo.gl/forms/LLURZ4GOsQ whether or not you grant us permission to include your post. Thank you, Tina and Lani.

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Math 213 Vocabulary Assignments Dr. Cheryl Beaver Spring Term 2006

DIRECTIONS :

You may hand write your vocabulary assignments or you may type your vocabulary assignments. If you type you may download the vocabulary lists here: Chapter 9 , Chapter 10 and Chapter 11.

• For each vocabulary term or formula, write out the definition of the term or give the formula. If you are giving a formula, define your variables (e.g., don't write A = b x h, write Area = Base x Height or Area = b x h, where b = base and h = height).
• Draw a simple and labeled sketch of the item you are defining. Recommendation: Don't waste time on fancy graphics.

The total of the following points will be scaled to 7.5% of your 213 course grade.

• Each term will be assessed on the following scale:

Type I: Term & Picture both REQUIRED

• Term & Picture complete and clear (check, 1 point)
• Term or Picture incomplete or unclear (minus, 1/2 point)
• Term and Picture both incomplete or unclear (0 points)

Type II: Term only REQUIRED

• Term complete and clear (check, 1/2 point)
• Term incomplete or unclear (0 points)

Section 9.1, #1 - 59; Type I, 59 points

Section 9.2, #1 - 6; Type I, 6 points

Section 9.3, #1- 5, 15-17; Type II and #6 - 14, 18 - 40; Type I, 36 points

Section 9.4, #1 - 8; Type I, 8 points

Section 10.1, #1 - 30; Type II, 15 points

Section 10.2, #1 - 9: Type II and #10 - 21: Type I, 16.5 points

Section 10.3, #1 - 6: Type II and #7 - 20: Type I, 17 points

Section 11.1, #7; Type II and #1 - 6, #8 - 13: Type I, 12.5 points

Section 11.2, #8, 9: Type II and #1 - 7, 10-12: Type I, 11 points

Section 11.3, #1 - 5; Type II and #6-10: Type I, 7.5 points

Back to the Math 213 Assignment Page

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4 Reasons Teaching Math Vocabulary is Vital

There were many reasons why I opted to major in mathematics rather than history, art history, or English (although let’s be honest…I never really considered majoring in English.). One of the main reasons, however?

Math doesn’t require reading and writing. Just numbers and problem solving.

That was my thinking anyway, as I jumped into my freshman year. And to some extent, I was right. Over the course of my undergraduate career, I wrote a total of two research papers. Yup that’s right, two.

I had to write a few short essay type papers for some English and writing classes, but in terms of hefty, extensive writing? I just didn’t do it. I did math problems. And wrote math proofs. And did a little bit of computer coding.

But what I eventually came to realize is that while math writing and vocabulary may not look the same as the beautiful, creative, eloquent prose you find in other disciplines, it is present. And it is vitally important .

This truth became even more apparent as I made my way into the math classroom, ready to teach and excite young minds. Math is it’s own language. Sometimes that language looks like written word and sometimes it looks like symbols, but it is a language and it must be learned for math fluency and competency. Why?

Well here are the four biggest reasons that I see:

1. You have to understand what the question is asking if you want to get it right.

While many people may think I am simply referring to “word problems,” I’m not. Every math problem gives directions or asks a question of some sort, and a student, no matter how good they are at computation, risks getting the problem wrong if they cannot understand what the question is asking them to do.

2. Often, everyday words have a different meaning in a mathematical context.

This may cause more problems for younger students than those in middle or high school, but such words as “difference,” “true,” or “product” can have different definitions or connotations in our everyday life. It is essential that students are taught and can understand the appropriate meaning of a word when in the context of a math problem.

3. More and more classrooms have a large or even a majority of ESL students. 

When I taught in an 8th grade math class, most students did not speak English as their first language. At that point, they were all very fluent, but because it was not their first language, there were a lot of math terms they did not know compared to their peers. For example, I gave a pre-test on 3D shapes, surface area and volume, and while no one in the class knew how to solve the computational problems, most of the English speaking students came in already knowing the vocabulary associated with it. It’s important that ESL learners are taught important words so that they are not left behind.

4. To allow for meaningful math discussions.

One goal in teaching math should be to get students talking. It is important that students are able to bounce ideas off of each other and discuss how they solved a problem or what they’re thinking as they try to work it out. Knowing and understanding some of the “math words” can help students explain their thinking. And while I always encourage students to explain things in their own words , at some point they will need to know precise math terms to move on to deeper understandings and discussion.

When teaching vocabulary:

Math vocabulary does not necessarily need to be taught the same way it is taught in a language arts class. While vocabulary lists or notebooks, etc. may certainly be helpful, the best way for students to fully understand the meaning of terms is to see it and use it in the context of a math problem.

I also believe it is important to try and let students see and explore the math before you give them formal definitions. Let them discover mathematical truths on their own, and then give the precise term for what they’ve learned.

And as a side note, when I was teaching in a high school classroom, I always had vocabulary questions on each test. That’s how important I believe it is for students to be able to understand and explain math terms. These questions were not matching a word to a definition or writing out a formal definition. Rather, it would be something like, “True or false: It is possible for a quadratic equation to have two zeros. Explain your reasoning.” I want to know that they understand what all of those words mean well enough to apply it and explain it.

Want some other resources for helping students understand math vocabulary? Check out this post, with free vocabulary handouts for the classroom !

For more ideas on how to teach and help students remember math terms, check out this page from K-5 Math Teaching Resources , or this article from NCTE on the 5 C’s Method of teaching vocabulary . Primary Inspiration also has some fun vocabulary riddles that are free!

Hope this is helpful! Do you encourage and/or explicitly teach math vocabulary? What are some of your tips?

~Math Geek Mama

Hi Bethany, what is your opinion about the Mathstart (Stuart J. Murphy) books. I thought these would be a great way to facilitate incorporation of math vocabulary into literacy acquisition, from a young age.

I think that’s a great idea! I’m only familiar with a couple of them, but in looking at the rest I think I’ll be checking some out at the library this summer! They seem like really fun books! 🙂 Best of luck!

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About This Dictionary

Welcome to the Math Dictionary! This comprehensive dictionary, created by Vincent Barkman, is designed to be a valuable resource for students, teachers, and math enthusiasts alike.

This Mathematical Dictionary is designed to provide clear, concise explanations of mathematical terms and concepts. Here are some of its key features:

Comprehensive Collection of Terms The dictionary includes a wide range of mathematical terms, from basic arithmetic and algebra to advanced concepts in calculus, geometry, statistics, and more.

Easy Navigation Terms are organized alphabetically, making it easy to find the term you're looking for. There's also a search function for even faster navigation.

Detailed Definitions Each term is accompanied by a detailed definition, often including the context in which the term is typically used and the mathematical principles it relates to.

Practical Examples Where applicable, entries include practical examples that demonstrate the concept in a real-world context. This can help you understand how the concept is applied and how it relates to other concepts.

Links to Related Terms Many entries include links to related terms, enabling you to explore connected concepts and delve deeper into specific topics.

Regular Updates The dictionary is updated on a regular basis, with new terms being added and existing definitions being refined and expanded.

User-Friendly Interface The dictionary has been designed with a user-friendly interface to ensure that even those with minimal technical knowledge can navigate it easily.

Remember, this Mathematical Dictionary is a tool designed to aid your understanding of mathematical concepts. Take your time with it, explore the different terms, and don't hesitate to revisit concepts until you're comfortable with them.

How to Use This Dictionary

Navigating through the Math Dictionary is straightforward. You can either browse through the table of contents or use the search functionality to find specific terms. Each entry is organized in a consistent format, making it easy to locate information quickly.

In addition to definitions, you'll find relevant formulas, equations, and diagrams where applicable. Make sure to explore the examples provided, as they offer valuable insights into the practical application of the concepts.

Contributions and Feedback

The Math Dictionary is an ongoing project, and we welcome contributions and feedback from the community. If you have suggestions for new terms or improvements to existing entries, please reach out to us. Your input is invaluable in making this dictionary a reliable and comprehensive resource.

We hope that this Math Dictionary, created by Vincent Barkman, will aid you in your mathematical journey and provide the necessary support to excel in your studies. Happy exploring!

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