Vocabulary

During a math data team meeting last week, a grade level noticed that vocabulary might have caused some difficulty on the recent math test.  We discussed the importance of building vocabulary with students - especially our English Language Learners and low-SES students.  The big idea is that students can communicate using math vocabulary rather than merely give a definition when a word is provided.  The vocabulary needs to help students make sense of the mathematics.  Here are some ways to incorporate more vocabulary into your math classroom!

The teachers at our building are already implementing the use of Frayer models to help students use and understand important math words.  I love that Frayer models provide students with both examples and nonexamples to help students understand what a vocabulary word means and what it does not mean.  If you have not used a Frayer model before, here is an example:

In their book Putting the Mathematical Practices Into Action: Implementing the Common Core Standards for Mathematical Practice K-8 (a GREAT read by the way!), O'Connell and SanGiovanni provide helpful suggestions for using vocabulary to increase precision.  Some of the ideas include:

• The use of word webs to explore math ideas and expand vocabulary.  For example, when studying measurement, you could web tools, attributes, units, etc.
• Sort and Label will help students categorize ideas and concepts.  Students organize the words and assign a label.  This can reveal a lot about student thinking and uncover misconceptions!  For example, how might students sort the following: sum, minus, join, compare, subtract, add, take apart, plus

Another idea that students love is to print labels with a math vocabulary word on each label.  Put a label on the back of each student.  Students play 20 Questions - asking questions that can only be answered with "yes" or "no" - to figure out what word is on their back.  This promotes conversation and students frequently use additional vocabulary in their questions to determine their word.  For example, if a student has triangle on their back, they might as, "Am I a polygon?" or "Do I have parallel sides?".