WORD RESOURCE CARDS

WORD RESOURCECARDS

K–2A group of 21 students were askedwhat their favorite fruit was.7 students said apple, 4 said banana,and 10 said orange was their favorite.

2 4 6 8 10

1 3 5 7 9Number of Students

data

3 7 9

between

45 + 28 = 73

5 + 2 = 7

45 55 65 70 73

+ 10 + 10 + 5 + 3

10+ 414add

The Word Resource Cards in this document are set up to be printed back-to-back or “duplex” on 8.5 × 11 inch paper, preferably cardstock. Please select “short edge binding,” or its equivalent, in the print dialog box so definitions will print correctly on the back of their matching word cards. Once printed, cut the pages in half along the provided cut line.

The Math Learning Center, PO Box 12929, Salem, Oregon 97309. Tel 1 (800) 575-8130 www.mathlearningcenter.org

© 2016 by The Math Learning Center All rights reserved. Bridges and Number Corner are registered trademarks of The Math Learning Center. Prepared for publication using Mac OS X and Adobe Creative Suite.

Word Resource Cards for grades K–2 Online PDF

The Math Learning Center grants permission to reproduce or share electronically the materials in this publication in support of implementation in the classroom for which it was purchased. Distribution of printed material or electronic files outside of this specific purpose is expressly prohibited. For usage questions please contact the Math Learning Center.

Bridges in Mathematics is a standards-based K–5 curriculum that provides a unique blend of concept development and skills practice in the context of problem solving. It incorporates Number Corner, a collection of daily skill-building activities for students.

The Math Learning Center is a nonprofit organization serving the education community. Our mission is to inspire and enable individuals to discover and develop their mathematical confidence and ability. We offer innovative and standards-based professional development, curriculum, materials, and resources to support learning and teaching. To find out more, visit us at www.mathlearningcenter.org.

Word Resource Cards Grades K–2 | WRC02 © The Math Learning Center

Word Resource Cards in Alphabetical OrderAa.m.aboveaddafterallanalog clockanglearrayattribute

Bbar graphbasebeforebehindbelowbesidebetween

Ccent (¢)centimeter (cm)circleclassify

columncomparecomposeconecongruentcountcount backcount oncubecylinder

Ddatadecomposedifferencedigitdigital clockdimedollar ($)down

Eedgeequalequal sharesequationequilateral triangleestimateeven numberexpanded formexpression

Ffacefact familyfoot (ft.)fourthfraction

Ggreater than

Hhalfhalf-hourheavy / heavier / heaviest

heighthexagonhour (hr.)hundreds

Iin front ofinch (in.)insideisosceles triangle

Lleastlengthlessless thanlight / lighter / lightestlineline of symmetryline plotlong / longer / longest

Mmeter (m)metric systemminute (min.)moremost

Nnext tonickelnonenumbernumber line

Oodd numberoneonesoutside

Pp.m.parallelogrampatternpenny

pentagonpicture graphplace valuepolygonpyramid

Qquadrilateralquarterquarter-hour

Rrectanglerectangular prismrhombusrow

Sscalene trianglesecond (sec.)sequenceshort / shorter / shortestsidesimple closed curvesphere

squarestandard formsubtractsum or totalsymmetry

Ttabletall / taller / tallesttensthirdthree-dimensional

(3-D) shapeto the leftto the righttrapezoidtriangletriangular prismtwo-dimensional

(2-D) shape

Uunitup

Vvertex or corner

Wweightwholewhole numberword form

Yyard (yd.)


the development of the mathematical language.

❚ Provide an adequate explanation of words and symbols in context, and offer students recurring chances to practice recognizing and using these symbols and words in a variety of games and activities.

❚ Use graphic organizers to illustrate relationships among vocabulary words. Vocabulary maps, webs, and other types of graphic organizers allow learners to see how these ideas are related to what they already know and to integrate their new learning into existing schemas or revise those schemas to reflect new understanding.

Developing Understanding of Mathematics Terminology

❚ Provide time for students to solve interesting problems, and ask them to communicate verbally about how they solved the problems. Give them time to discuss their strategies and solutions in pairs and as a whole group. This will set the stage for using informal math vocabulary and organizing their ideas.

❚ Model how students can express their ideas using mathematically precise language. For example, if a student refers to two shapes as “being the same,” you might say, “Mathematicians call two identical shapes congruent.” Posting the associated Word Resource Card at that time can help reinforce

Word Resource Cards Grades K–2

“As students articulate their mathematical understanding in the lower grades, they begin by using everyday, familiar language. � is provides a base on which to build a connection to formal mathematical language. Students need to develop an appreciation of the need for precise de� nitions and for the communicative power of conventional mathematical terms by � rst communicating in their own words.” (NCTM)

Research shows that knowledge of mathematics vocabulary directly a� ects academic achievement in mathematics, particularly in the realm of problem solving. Direct instruction on vocabulary words, integrated into new content, has a dramatic impact on learning. (What Works in Schools, Marzano, 2003)

To help students develop the mathematical language they need to communicate their reasoning accurately and precisely, these Word Resource Cards show a word or term along with an illustration of its meaning. A working de� nition is provided on the back of each card for your reference. We recommend that you use these cards to gradually develop a math word wall with your students. � e cards can be posted on the word wall (or in a classroom pocket chart) when the words arise during the course of a lesson.



Working with English-Language Learners

These Word Resource Cards will also support the language development of English-language learners by providing nonlinguistic models for understanding common terms and symbols used dur-ing mathematics instruction. If students are responding with one or two words, or nonverbally, you might ask them to answer who, what, where, and when questions like “What is this shape?” As stu-dents begin using phrases or very simple sentences, teachers might ask them to predict, compare, and answer how and why questions like “How is an acute angle diff erent from an obtuse angle?” Students may use the cards to explain their think-ing by pointing to attributes and redefi n-ing the terms in their own words.

communicate what they know about measurement and fractions, the Word Resource Cards for measurement units can help them get started.

❚ Ask students to respond to literature or authors in the context of a unit topic. Student-generated letters or book rewrites provide practice with vocabulary development. Books of origami, quilts, tangrams, and tessellations are especially fun.

❚ After you have completed a unit, post the Word Resource Cards in the classroom, organized by content domain and topics rather than in alphabetical order. This will help students retrieve the word in the context of related words.

❚ Ask students to write word problems in the context of studying any mathematical domain. Writing their own problems gives them a compelling reason to use clear and coherent communication skills, including the new vocabulary they are learning. For example, students can write riddles for their peers to guess the identity of a particular shape: “I have 6 faces. Two of them are squares. The others are congruent rectangles. Which shape am I?”

❚ Use expressive writing prompts to encourage students to communicate their thinking and feelings. These prompts are generally open-ended, and teachers respond to the students in a nonevaluative manner. For example, if you ask students to

❚ Ask students to make notes and write summaries to describe how they solved a problem and to record predictions, questions, and observations about a topic. Encourage them to use the Word Resource Cards to check their spelling and use the terms precisely.

❚ Students can also create their own graphic organizers. This allows them to construct meaning as they develop their own ideas. Looking at students’ graphic organizers can be an effective way to assess what they understand about a given topic or group of ideas. Teaching Reading in Mathematics by Mary Lee Barton and Clare Heidema (2002) is a wonderful resource.


above


a.m.


Working De� nition

above: in a higher position than



a.m.: the period of time between midnight and noon


... 4, 5 ...after


45 + 28 = 73

5 + 2 = 7

45 55 65 70 73

+ 10 + 10 + 5 + 3

10+ 414

add



after: following in time, place, or sequence



add: to combine; to put together two or more quantities


12

1011

9 3

2

87 5

2

1

6

analog clock


all



analog clock: a clock that shows time using hands (hour, minute, and second) on a dial



all: the whole quantity, amount, or group of elements in a set


array


angle



array: an arrangement consisting of equal rows and equal columns



angle: the shape formed by two rays or line segments that share an endpoint; angles are measured in degrees


Favorite After-School Wheels

0 2 4 6 8 101 3 5 7Number of Students

Inline Skates

Bicycle

Skateboard

9

bar graph


Little Big

Light Dark Short Tall

attribute



bar graph: a graph using vertical or horizontal bars to show how large specific values are



attribute: a characteristic such as color, shape, size, etc.


... 4, 5 ...before


base



before: ahead of in time, place, or sequence



base: a face of a three-dimensional shape (solid), usually the face on which it stands


below


behind



below: in a lower place than



behind: at the rear of


3 7 9

between


beside



between: in the space separating two points, objects, or numbers



beside: at the side of


1 centimeter

}centimeter(cm)


1¢cent

(¢)



centimeter (cm): a metric unit of length equal to 1�100 of a meter or about 2�5 of an inch



cent (¢): monetary unit equal to 1�100 of a dollar


4 sides

6 sides

3 sides

classify


circle



classify: to sort into categories or to arrange into groups by attribute



circle: a two-dimensional (flat) shape made by drawing a curve that is always the same distance from a point called the center


1 < 3

4 > 2longer

shorter

compare


654321

column



compare: to examine in order to note similarities and differences; to determine whether numbers are greater than, less than, or equal to each other



column: a vertical arrangement or list of objects or numbers


cone


compose



cone: a three-dimensional shape (solid) with a circular or elliptical base and a curved surface that tapers to the vertex



compose: to put together from basic parts


1 2 3 4 5

count


congruent



count: to name units in a group one by one in order to determine the total number; counting tells how many objects are in a set



congruent: of the same shape and size; two shapes are congruent if one can be exactly superimposed onto the other using a sequence of rotations, reflections, and/or translations


4 ... 5, 6, 7

5 ... 6, 7, 8

4 + 3 count on


1000 10 20 30 40 50 60 70 80 90

100 1 2 3 4 5 6 7 8 9

“One hundred, ninety, eighty, seventy...”

“Ten, nine, eight, seven...”

count back



count on: to count in forward order, starting from a given number



count back: to count in backward order, starting from a given number


cylinder


cube



cylinder: a three-dimensional shape (solid) with one curved surface and two congruent flat ends that are circular or elliptical



cube: a three-dimensional shape (solid) whose 6 faces are all squares


decompose


A group of 21 students were askedwhat their favorite fruit was.7 students said apple, 4 said banana,and 10 said orange was their favorite.

2 4 6 8 101 3 5 7 9Number of Students

data



decompose: to separate into basic parts



data: items of information; may include facts, numbers, or measurements


8

76

9

4 5

2

10

3digit


6– 4

2Dogs Cats

6

5

1

2

3

4

6 – 4 = 2

difference



digit: any one of the symbols 0, 1, 2, 3, 4, 5, 6, 7, 8, or 9



difference: the result of subtracting one number from another; the amount by which one number is greater or less than another number


10¢dime


digital clock



dime: a U.S. coin worth 10 cents or 1�10 of a dollar; 10 dimes are equal in value to 1 dollar



digital clock: a clock that shows time using numerals, not hands


down


$1.00

dollar($)



down: to or in a lower position or value



dollar ($): the basic unit of U.S. currency


=

=

7 + 7 = 14 14 = 7 + 7 14 = 14equal


edge



equal: of exactly the same amount or value



edge: the line segment along which 2 faces of a three-dimensional shape (solid) meet


4 = 2 + 23 + 1 = 4

3 + 1 = 2 + 2equation


equal shares



equation: a mathematical statement asserting that two quantities have the same value



equal shares: parts of the same size, amount, or value


“I think thereare 110

gumballs inthe machine.”estimate


equilateral triangle



estimate: a close guess of the actual value, usually based on some thought or rough calculation; to make an approximate or rough count, measurement, or calculation



equilateral triangle: a triangle with all sides the same length


349 = 300 + 40 + 9expanded form


168

4

even number



expanded form: a way to write a number that shows the place value of each digit



even number: a number that can be exactly divided by 2; all even numbers end with 0, 2, 4, 6, or 8


face


3 + 245 – 6expression



face: a flat surface of a three-dimensional shape (solid)



expression: one or more mathematical symbols that represent a number or quantity; expressions do not include equality or inequality signs


1 foot(1 )́

foot(ft.)


3 + 4 = 74 + 3 = 77 – 3 = 47 – 4 = 3

fact family



foot (ft.): a U.S. customary unit of length equal to 12 inches



fact family: a set of equations that relate addition and subtraction or multiplication and division; said to be a family because each equation has the same numbers


fraction

14 1

3

12

14

28


14

fourth



fraction: a number expressed as some number of equal parts of a whole



fourth: one part when a number, shape, or set is divided into exactly four equal parts; also called a quarter


half

12


68 >greater than



half: one part when a number, shape, or set is divided into exactly two equal parts



greater than: a symbol used to indicate that the number on the left is greater than the number on the right


heavyheavier

heaviest


half-hour



heavy / heavier / heaviest: having great weight / having a weight that is greater than that of another object / having a weight that is the greatest of three or more objects



half-hour: a unit of time equal to 30 minutes


hexagon


Sidney

height



hexagon: a two-dimensional (flat) shape with 6 sides



height: how tall something is; the measurement from top to bottom of an object or a shape


214

0 300100 200

hundreds


hour(hr.)



hundreds: the numbers 100 to 999; also refers to the hundreds place



hour (hr.): a unit of time equal to 60 minutes (there are 24 hours in one day)


}

1 inch(1 )̋

inch(in.)


in front of



inch (in.): a U.S. customary unit of length equal to 1�12 of a foot



in front of: forward of


isosceles triangle


inside



isosceles triangle: a triangle with exactly two congruent sides



inside: within


length


least



length: how long something is



least: smallest in size, amount, or degree


65 <less than


less



less than: a symbol used to indicate that the number on the left is less than the number on the right



less: smaller in size, amount, or degree


line


lightlighter

lightest



line: a set of connected points that continues in both directions without end (if it does have ends it is a “line segment”)



light / lighter / lightest: having small weight / having a weight that is less than that of another object / having a weight that is the least of three or more objects


xxxx

xxxx

xxx

xxxxxx

xxxxxx

xxx

xxxx

xx

xx

1 2 3 4 5 6 7 8 9

Number of Books Read This Month

Num

ber

of S

tude

nts

line plot


1

1

1

1

12

2

3

4line of symmetry



line plot: a horizontal number line that uses markings (such as an x or a dot) to show data points above their values on the line



line of symmetry: a real or imaginary line that divides a shape into two mirror images


meter(m)


longlonger

longest



meter (m): a metric unit of length equal to 100 centimeters or about 39 inches



long / longer / longest: having considerable length / having a length that is more than that of another object / having a length that is the greatest of three or more objects


minute(min.)


metric system



minute (min.): unit of time equal to 60 seconds or 1�60 of an hour



metric system: a system of measurement based on tens


most


more



most: having the greatest quantity, amount, degree, or measure



more: having greater quantity, amount, degree, or measure


5¢nickel


next to



nickel: a U.S. coin worth 5 cents or 1�20 of a dollar; 20 nickels are equal in value to 1 dollar



next to: beside


words

symbols

257

141

twofifty-seven

one hundred forty-one

number


none



number: a unit that indicates quantity (how many) or value (how much); we describe numbers with symbols (1, 5, 11) or words (one, five, eleven)



none: not any


157

3

odd number


0 41 2 3 5 6

23 6333 43 53 73 83

0 500

number line



odd number: a number that cannot be evenly divided by 2; all odd numbers end with 1, 3, 5, 7, or 9



number line: a diagram in which numbers are represented as points on a line


0, 1, 2, 3, 4, 5, 6, 7, 8, 9

214ones


1, 2, 3, 4, 5 …

one



ones: the numbers 0 to 9; also refers to the ones place



one: a single object; the first and lowest counting number


p.m.


outside



p.m.: the period of time between noon and midnight



outside: located exterior to


pattern2, 4, 6, 8, 10, 12 ...

5, 10, 15, 20, 25 ...


parallelogram



pattern: a collection of numbers, shapes, or objects that forms a consistent or characteristic arrangement



parallelogram: a two-dimensional (flat) shape with 4 sides, with both pairs of opposite sides parallel


pentagon


1¢penny



pentagon: a two-dimensional (flat) shape with 5 sides



penny: a U.S. coin worth 1 cent or 1�100 of a dollar; 100 pennies are equal in value to 1 dollar


onestens

hundreds

9577

50900

place value


Students Who Wore Tie Shoes

151413121110987654321Number of Students

Room

7Ro

om 8

Room

9

picture graph



place value: the value a digit has because of its place in a number; the name of the position a digit has in a number (such as “ones” or “tens”)



picture graph: a graph that uses pictures or symbols to show frequency of data


pyramid


polygon



pyramid: a three-dimensional shape (solid) that has a base with 3 or more sides, and has triangular faces that meet at a point



polygon: a two-dimensional (flat) shape with 3 or more sides


25¢quarter


quadrilateral



quarter: a U.S. coin worth 25 cents or 1�4 of a dollar; 4 quarters are equal in value to 1 dollar



quadrilateral: a two-dimensional (flat) shape with 4 sides


rectangle


quarter-hour



rectangle: a two-dimensional (flat) shape with 2 pairs of parallel sides (4 sides total) and 4 right angles



quarter-hour: a unit of time equal to 1�4 of an hour or 15 minutes


rhombus


rectangular prism



rhombus: a two-dimensional (flat) shape with 4 congruent sides



rectangular prism: a three-dimensional shape (solid) whose 6 faces are all rectangles


scalene triangle


1, 2, 3, 4, 5 ...

row



scalene triangle: a triangle whose sides are all of different lengths



row: a horizontal arrangement or list of objects or numbers


3, 6, 9, 12, 15, 18 ...

5, 10, 15, 20, 25 ...

sequence


second(sec.)



sequence: an ordered series of numbers or objects (which typically change in a predictable manner)



second (sec.): a unit of time equal to 1�60 of a minute


side


shortshorter

shortest



side: a line segment that, with other line segments, form a two-dimensional (flat) shape



short / shorter / shortest: having small length / having a length that is less than that of another object / having a length that is the least of three or more objects


sphere


simple closed curve



sphere: a three-dimensional shape (solid) constructed so that every point of the surface is the same distance from a point called the center



simple closed curve: a curve that is closed and does not intersect itself, such as a circle, ellipse, or polygon


945

274

standard form


square



standard form: a way of writing numbers using base ten numerals; the way we normally write numbers, such as “45” and “274”



square: a two-dimensional (flat) shape with 4 congruent sides and 4 right angles


2 + 5 = 7

2+ 5

7

sum or total


8 = 2–10

73 – 28 = 45

45 60 70 7350

– 5 – 10 – 10 – 3

subtract



sum or total: the result of adding two or more numbers



subtract: to take one quantity away from another or find the difference between two quantities


tableSpecies

Raven 27 50

25 53

12 24

Hawk

Kestrel

Length(inches)

Wingspan(inches)

Birds of Prey


Dsymmetry



table: a collection of data that has been organized into columns and rows



symmetry: the property of a shape that can be folded so that the two halves match exactly


214

0 10 20 30 40

tens


talltaller

tallest



tens: the numbers 10 to 99; also refers to the tens place



tall / taller / tallest: having considerable height / having a height that is more than that of another object / having a height that is the greatest of three or more objects


three-dimensional (3-D) shape


13

third



three-dimensional (3-D) shape: a solid shape with depth, width, and height; a shape that has volume



third: one part when a number, shape, or set is divided into exactly three equal parts


to the right


to the left



to the right: to the side of an object, which if that object were oriented north-south, would be on the east



to the left: to the side of an object, which if that object were oriented north-south, would be on the west


triangle


trapezoid



triangle: a two-dimensional (flat) shape with 3 sides



trapezoid: a two-dimensional (flat) shape with 4 sides, exactly 1 pair of which are parallel


two-dimensional (2-D) shape


triangular prism



two-dimensional (2-D) shape: a flat shape with length and width; a shape that has area but not volume



triangular prism: a three-dimensional shape (solid) with 2 triangular bases and 3 rectangular faces


up


814unit



up: to or in a higher position or value



unit: another name for 1 (the units column is the same as the ones column); also a standard amount in which attributes (length, duration, mass) can be measured and quantified


weight


vertex or corner



weight: a measure of how heavy an object is



vertex or corner: the point at which the sides of a two-dimensional (flat) shape or the edges of a three-dimensional shape (solid) intersect


0, 1, 2, 3, 4, 5 …

2 43 129whole

number


whole11



whole number: a number such as 0, 1, 2, 3; one of the positive integers or 0



whole: all, everything; all the parts; undivided


yard(yd.)


three

forty-seven

one hundred twenty-five

word form



yard (yd.): a U.S. customary unit of length equal to 3 feet or 36 inches



word form: a way of writing numbers using number names instead of numerals

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WORD RESOURCE CARDS