Math Vocabulary

We use BIG, scholarly, $10 words during our math time! In an effort to vertically align our language and the development of students K-12, we use some vocabulary that is heard in 1st, 2nd, 3rd, 4th, and even up to 12th grade. And my oh my, I am so blessed with such an intelligent class fully of mathematicians! I wanted to share our vocabulary with you so that you can use it at home.

TEKS Resource System Math Vocabulary

Cardinality of set – the last number stated is the number of objects in the set
Compose – to combine sets together to form a number
Conservation of number – the understanding that the number of objects remains the same when the objects are rearranged spatially
Decompose – to break a number apart into sets
Number – names the quantity or amount
Numeral – a symbol used to name a number
One-to-one correspondence – the ability to count objects so that each object counted is matched with one number word
Quantity – the amount of something
Set – a collection or group of objects or items
Elements – the parts of the core of a pattern
Pattern core – the repeating section within a pattern
Position – describes the location of something
Attribute – something to describe an object (e.g., shape, size, color, etc.)
Two-dimensional figure – a flat figure
Data – information that is collected about people, events, or objects
Real-object graph – a graph where concrete objects are placed in individual cells to represent one piece of data
Subitize – the ability to visually recognize a small amount of objects and know how many there are without counting
Joining – addition
Separating – subtraction
Three-dimensional figure – a solid figure
Fractional parts of a whole – fair shares or equal parts of a whole
Halves – two equal parts of a whole
Equal – same amount or  same size
Length – how long something is from end to end
Area – the amount of surface that is contained within a boundary
Heft – to lift something in order to estimate its weight
Capacity – the maximum amount a container will hold
Duration – the amount of time something takes
Cause – a reason for an action
Effect – a result of an action

So far, we have learned and use daily the words in red. When students present their thinking about math, they are expected to use this language to explain their thoughts to the class. I encourage you to ask your child about these terms, and have them demonstrate using the terms or creating a set and using 1-1 correspondence to count, etc. They are very smart cookies!