# Math Vocabulary

Word Wall Activities:

a) The Word Wall Game: The objective of this game is for students to find words on the word wall, or in the math vocabulary book, using clues given by the teacher, or another student. Students write the numerals 1-10 in their notebooks or on a dry erase board. The clue giver describes the 10 words and students write down what they think each word is.

Sample 5th grade clues: "I am thinking of a word that..."

• means the opposite of ..... /means the same as …

• describes the rules for performing operations in expressions with more than one operation.

• describes a mass equivalent to 1,000 grams.

Use this game when you have a spare few minutes between lessons, or as you are walking to and from lunch and have students say the words rather than write them. You will be pleasantly surprised at how quickly students begin to incorporate these words into their math writing.

b) Tic-Tac-Toe: Draw a large grid on chart paper and tape a vocabulary card in each square. Divide students into teams. Teams take turns choosing a word and defining it. If the team defines the word correctly, remove the card and place an X or an O in the square. Leave the card on the board if the team answers incorrectly. Continue play until one team has three in a row.

c) Cloze Activities: Write 2-3 sentences and leave blank spaces for students to fill in with appropriate math vocabulary from the word wall or math vocabulary book. Alternatively, call out a math word and have students write a sentence that expresses a relationship or connection between the term and another math term, concept, situation, or real-world application. These are both good warm up activities for the start of a lesson.

d) Math Doodles: Call out a math word and have students sketch or doodle a picture of the word for 15-20 seconds, until the next word is called. Students connect each of their doodles with a line, making a simple link. After you’ve called out 5 words have students label their doodles without looking at the math word wall or their math vocabulary book. Next, ask students to call out the words in their chain and use the math word wall or math vocabulary book to check for accuracy.

e) Math Vocabulary Sort: Choose 10-12 words from the word wall. Students work with a partner to think of different ways they can sort the words into two, or more, groups (e.g. quadrilaterals/not quadrilaterals, shape properties/names of shapes, units of measure/ measuring tools etc.) Students record their word groups and explain their sorting criteria in writing.

f) Math Vocabulary Story: Students use as many of the current word wall words as they can to write and illustrate a short story. Word wall words are highlighted or underlined.

g) Math Vocabulary Riddle:
Students write a riddle based on a word wall word and trade with a partner.
Example:  I am a 3D shape.
I have 6 identical square faces.
I have 8 vertices and 12 edges.
What am I?

h) Math Vocabulary Crossword Puzzle: Students create a crossword puzzle using 10-12 words from the current word wall and trade puzzles with a partner. Students can create puzzles by hand or use an online crossword puzzle maker.

i) Math Vocabulary Triangle: Students write a word from the word wall or math vocabulary book on the first line. On the second line they write two words that are synonyms for the chosen word. On the third line they write three words describing the chosen word. On the fourth line they write a fact about the word.

hexagon                                                             ruler
flat shape                                                     measuring tool
six sided polygon                                     millimeters and centimeters
beehive cells are hexagonal                             used to measure distance

j) Compare and Contrast: Choose two math vocabulary words and have students work with a partner to come up with different ways that the words are alike and different.

A centimeter and a meter are alike because ….
A centimeter and a meter are different because ….

A rhombus and a trapezoid are alike because ….
A rhombus and a trapezoid are different because ….

One-half and one-fourth are alike because ….
One-half and one-fourth are different because ….

For more ideas on how to develop student's math writing skills see our page on Strategies to Support Math Writing.