Knowledge of math vocabulary is an essential component of learning mathematics. In order to communicate math thinking clearly and coherently students need to learn and use appropriate vocabulary. If we want students to use the language of mathematics precisely it is important that that we model appropriate language in context, both verbally and visually. Tools such as a math word wall or math vocabulary book can provide scaffolds to bridge the gap between informal math language and the formal terminology of mathematics as students engage in mathematical explorations and experiences. 6 Ways to Promote Effective Use of Math Vocabulary Resources:

a) The Word Wall Game: The objective of this game is for students to find words on the word wall, or in their vocabulary book, using clues given by the teacher, or another student. Students write the numerals 110 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) TicTacToe:
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
23
sentences and leave blank spaces for students to fill in with appropriate math
vocabulary from the word wall or 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 realworld 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
1520 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 vocabulary book to check for accuracy.
e) Vocabulary Sort: Choose 1012
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)
Vocabulary Story:
Students
use as many of the current math 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 math 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) Vocabulary Crossword Puzzle: Students create a crossword puzzle
using 1012 words from the current math 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 vocabulary words from the current unit 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 ….
Onehalf and onefourth are alike because ….
Onehalf and onefourth are different because ….
For more ideas on how to develop student's math writing skills see our page on Strategies to Support Math Writing.