3

THIRD GRADEMATH VOCABULARY RESOURCES

DEVELOPING MATH VOCABULARY KNOWLEDGE ................................

PRINTING INSTRUCTIONS & SUGGESTIONS ..........................................

THIRD GRADE MATH VOCABULARY BOOK ............................................

VOCABULARY CARDS ..............................................................................

BLANK VOCABULARY CARDS .................................................................

PROPERTY OF OPERATIONS CARDS

CLASSROOM DISPLAY SIZE ....................................................................

STUDENT COPY SIZE ...............................................................................

USER LICENSE ............................................................................................

4

8

9

19

74

79

83

85

TABLE OF

CONTENTS

DEVELOPING

MATH VOCABULARYKNOWLEDGEKnowledge 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 math 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.

A common feature in many classrooms, math word walls are often underutilized and serve as little more than a decorative display. When used well a word wall can be a powerful tool that develops math vocabulary, promotes independence, and supports reading and writing in mathematics. Providing students with a personal math vocabulary book ensures that they have access to the language they need to further develop math writing skills no matter where they are seated in the classroom.

6 Ways to Promote Effective Use of Math Vocabulary Resources:

1. Introduce VocabularyIntroduce new math vocabulary, as appropriate, during lessons. Post new vocabulary on the word wall as it is introduced, rather than putting it all up at the beginning of a unit. As each word is placed on the word wall, discuss and agree upon a class definition and have a student write it on a blank card to be displayed alongside the word. Be sure to also discuss where students can find these words in their personal math vocabulary book.

2. Model, Model, ModelDisplaying words on a word wall, or handing out personal math vocabulary books at the beginning of the year, and expecting students to use them without showing them how is setting these resources up for failure. It is important that you refer to both the word wall and math vocabulary book often so that students get into the habit of doing the same. Model how to use these resources during math writing sessions. The more you use them, the more your students will do the same.

3. Make the Word Wall InteractiveMake your word wall interactive by posting math vocabulary cards in a pocket chart. This allows you to easily remove cards for use in vocabulary games or for students to go to the wall, remove a word, use it at their desk, and return it. It also makes it easier for you to dismantle the wall at the end of each unit which will save you time and make it more likely that you will update it regularly.

4. Set Clear ExpectationsLet students know early in the year that you expect to see precise math vocabulary used in their math writing. To begin with you may have to prompt students to make use of available resources. “Your goal for today is to use at least three words from page 6 of your math vocabulary book in your written explanation."

4www.k-5mathteachingresources.com

PREVIEW

5www.k-5mathteachingresources.com

5. Less is MoreTo prevent your word wall from becoming too crowded and difficult to use, display math vocabulary for the current unit of study only. Remove words once a unit is completed and retire them to the math center. Students can use cards from previous units to play memory games such as Concentration where they match a word to a definition, Go Fish (“Do you have “a six sided figure?” ”Yes, I have a hexagon.”), or any other games that provide opportunities to review vocabulary.

6. Make Word Wall Activities a Regular RoutineWhen used as a regular, predictable part of classroom routines word wall activities can play an important role in the development of students' math vocabulary. Setting aside ten minutes on a regular, ongoing basis for word wall activities will make students more aware of posted vocabulary and therefore more likely to independently use available resources when asked to explain, or justify their thinking, in writing. Possible activities include:

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. Clues are given for each of the 10 words and students write down what they think the words are.

Sample 3rd grade clues: "I am thinking of a word that..."

• means the opposite of ... /means the same as ... • describes the distance around a two-dimensional shape • describes a period of time equal to 60 seconds.

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 Crossword Puzzle: Students create a crossword puzzle using 10-12 words from the current

PREVIEW

6www.k-5mathteachingresources.com

word wall and trade puzzles with a partner. Students can either create puzzles by hand or use an online crossword puzzle maker/generator.

h) Math Vocabulary Riddle: Students write a riddle based on a word wall word and trade with a partner.

I am a 3D shape. I have 6 identical square faces. I have 8 vertices and 12 edges. What am I?

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.

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...

hexagonflat shape

six-sided polygonbeehive cells are hexagonal

rulermeasuring tool

meters and centimetersused to measure distance

1,000ten hundreds

double five hundrednumber preceding 1,001

cubesolid shape

six square facesmost dice are cube-shaped

PREVIEW

7www.k-5mathteachingresources.com

The following 3rd grade math vocabulary terms are included as printable cards for your classroom math word wall:

add

addend

addition

array

column

compatible number

decreasing

difference

divide

dividend

divisible

division

divisor

equal groups

equation

estimate

even

expression

factor

fact family

increasing

inverse operation

minuend

multiple

multiplication

multiply

number line

odd

open number line

operation

order of operations

pattern

product

quotient

related facts

row

rule

sequence

strategy

subtract

subtraction

subtrahend

sum

term

unknown number

digit

expanded form

greater than

hundred

hundreds place

less than

ones place

place value

round

standard form

ten

tens place

thousand

thousands place

word form

compare

denominator

eighth

equal parts

equivalent fractions

fourth

fraction

fraction greater than one

fraction model

half

numerator

sixth

third

unit fraction

whole

OPERATIONS & ALGEBRAIC THINKING

NUMBERS & OPERATIONS IN BASE TEN

NUMBERS & OPERATIONS: FRACTIONS

afternoon

area

balance scale

bar graph

centimeter (cm)

elapsed time

evening

foot (ft)

frequency table

gallon (gal)

gram (g)

half-inch

half full

half past

heavier

height

hour

inch (in)

key

kilogram (kg)

kilometer (km)

least

length

lighter

line plot

liquid volume

liter (l)

mass

maximum

measure

measuring tape

meter (m)

mile (mi)

mililliter (ml)

minimum

minute

month

morning

most

nonstandard unit

noon

o’clock

perimeter

picture graph

pint (pt)

quart (qt)

quarter inch

quarter past

quarter to

rectilinear figure

ruler

scale

seconds

square centimeter

square foot

square inch

square meter

square unit

standard unit

tally chart

tape measure

tiling

week

width

yard (yd)

year

MEASUREMENT & DATA

angle

attributes

closed shape

congruent

decagon

endpoint

hexagon

intersecting

kite

line

line of symmetry

line segment

octagon

open shape

parallel

parallelogram

pentagon

perpendicular

point

quadrilateral

ray

rectangle

rhombus

side

similar

square

symmetrical

trapezoid

triangle

Venn diagram

vertex/vertices

2-dimensional

GEOMETRY

Additive Identity Property of Zero

Associative Property of Addition

Associative Property of Multiplication

Commutative Property of Addition

Commutative Property of Multiplication

Distributive Property of Multiplication

Multiplicative Identity Property of 1

Zero Property of Multiplication

PROPERTIES OF OPERATIONS

PREVIEW

21

Name:

Class:

THIRD GRADEMATH VOCABULARY

3Multiplication Grid

17

1 1 2 3 4 5 6 7 8 9 10 11 12

2 4 6 8 10 12 14 16 18 20 22 24

3 6 9 12 15 18 21 24 27 30 33 36

4 8 12 16 20 24 28 32 36 40 44 48

5 10 15 20 25 30 35 40 45 50 55 60

6 12 18 24 30 36 42 48 54 60 66 72

7 14 21 28 35 42 49 56 63 70 77 84

8 16 24 32 40 48 56 64 72 80 88 96

9 18 27 36 45 54 63 72 81 90 99 108

10 20 30 40 50 60 70 80 90 100 110 120

11 22 33 44 55 66 77 88 99 110 121 132

12 24 36 48 60 72 84 96 108 120 132 144

1 2 3 4 5 6 7 8 9 10 11 12

3

2

5

4

7

6

8

10

9

12

11

X

PREVIEW

0-200 Number Grid

1 2 3 4 5 6 7 8 9 10

17 18 19 20

21 22 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

101 102 103 104 105 106 107 108 109 110

111 112 113 114 115 116 117 118 119 120

0

131 132 133 134 135 136 137 138 139 140

141 142 143 144 145 146 147 148 149 150

151 152 153 154 155 156 157 158 159 160

161 162 163 164 165 166 167 168 169 170

171 172 173 174 175 176 177 178 179 180

181 182 183 184 185 186 187 188 189 190

191 192 193 194 195 196 197 198 199 200

121 122 123 124 125 126 127 128 129 130

11 12 13 14 15 16

23 24

Math Talk Stems

I think this problem is similar to...

I agree/disagree because...

I also noticed...

I’d like to add on to what _____ said...

What I heard you say was...

My strategy was similar, I...

My strategy was different, I...

The math tools I chose to use were...

To model my thinking I...

I checked my work by...

I am wondering...

I would like to know more about how you...

I have a question for ______ about...

I would like to revise my thinking because...

I’m not sure that makes sense because...

16

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

PREVIEW

21

Table of Contents

...................................................................................

...................................................................................

.........................................................................................

.......................................................................................

.............................................................

............................................................................

..............................................................................................

..............................................................................................

.................................................................

........................................................................

.............................................................................

................................................................................................

....................................................................................

..........................................................

...............................................................

..........................................................................

.....................................................................

Operations

Place Value

Patterns

Fractions

2-Dimensional Shapes

Lines & Angles

Mass

Time

Linear Measurement

Perimeter & Area

Liquid Volume

Data

Math Tools

Properties of Operations

Math Writing Prompts

Math Talk Stems

Multiplication Grid

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

Math Writing Prompts

My math goal is...

To reach this goal I will...

Today/This week in Math I...

Something new I learned in Math today was...

Something I still need to work on is...

I'm still not sure about...

I know that...

I need to find out...

To solve this problem I...

Another possible strategy would be...

I think the most efficient strategy is _______ because...

I think the answer is _______ because...

To model the problem I...

I know my answer is reasonable because...

To check my work I...

I can improve my work by...

I chose this work to publish because...

15

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

PREVIEW

2-Dimensional Shapes

5

MORE VOCABULARY:

attributes

properties

congruent decagon hexagon kite

octagon parallelogram pentagon quadrilateral

rectangle rhombus similar square

symmetrical trapezoid triangle vertex / vertices

flat

irregular

regular

side

10

area

distance

gap

linear

overlap

perimeter

rectilinear figure

side

side length

square centimeter cm2

square foot ft2

square inch in2

square meter m2

square unit

tiling

Perimeter & Area

PREVIEW

216

Lines & Angles

angle intersecting

line segment parallel

perpendicular point

ray vertex

9

Linear Measurement

centimeter cm

foot ft

half inch

height

inch in

kilometer km

length

long, longer, longest

measure

U.S. Customary Units

1 ft = 12 in

1 yd = 3 ft

1 yd = 36 in

1 mi = 5,280 ft

Metric Units

1 cm = 10 mm

1 m = 100 cm

1 m = 1,000 mm

1 km = 1,000 m

meter m

mile mi

non-standard unit

quarter inch

ruler

short, shorter, shortest

standard unit

width

yard yd

PREVIEW

!"#$%&'$

related factsPREVIEW

SDWUyQ

���UHJOD

VHFXHQFLD

���������������������������������������������

�������������« 5HJOD���

���]g<h ¹�<[<G]

à ÂÃ

Ä ÂÉ

Å ÃÅ

Æ ÄÁ

Ç ÄÇ

5HJOD�[�

������������������������«�

���������������������������«�

rule

sequence

pattern

PREVIEW

���������� ��

� ���� ��

���������� ��245 = 200 + 40 + 5

79 = seventy nine

256 = two hundred fifty six

8229

1232500

������� �������expanded form

word form

standard form

PREVIEW

!"#$%&'()*'+,-

+,$&*#-(.*/,"

!"#$%&'(

fraction greaterthan one

PREVIEW

�

XQD�PLWDG

�HQWHUR

XQD�WHUFLR

��

��

��

��

whole

one half

one third

PREVIEW

�

GHQRPLQDGRU

�QXPHUDGRU

IUDFFLyQ�XQLWDULD�

��

��

��

��

��

��

(O�QXPHUR�GH�SDUWHV�LJXDOHV�

(O�UHFXHQGR�GHO�QXPHUR�GH�SDUWHV�LJXDOHV�

numerator

demoninator

unitfraction

PREVIEW

JUDILFRGH�EDUUDV�

JUDILFR�GH�LPDJHQ�

WDEOD�GH�FRQWHR!<[jIfkQYY<�GI�Z<[S�dgINIgQG<�

/k<pI

gkWQI[jI�

/ODYH������� ���SHUVRQDV�

SHUUR�����JDWR���SiMDUR

PDVFRWDV��������

PREVIEW

OODYH

HVFDOD

WDEOD�GH�IUHFXHQFLD

"kIhjg]h�!<hE]j<h�

�����dIgg]h

O<j]h

��.H\���������� ���FKLOGUHQ

����������������������������������

����5HG��<HOORZ

���%OXH

�����%HQ¶V�7R\�&DUV

VFDOH

&DQWLGDG�GH�KHODGRV�YHQGLGRV�

7LSR� &DQWLGDG

&KRFRODWH ��

9DLQLOOD� ��

PREVIEW

�

SDUDOHORJUDPR��SDUHV�GH�ODGRV�SDUDOHORV�

�RFWiJRQR

�GHFiJRQR

�

��

FXDGULOiWHUR

decagon

PREVIEW

�

SXQWR

�VHJPHQWR�GH�OtQHD�

�UD\R

%$

&

ray

point

line segment

PREVIEW

Associative Property of Addition

Changing the grouping of 3 or more addends does not change the sum.

(2 + 8) + 4 = 2 + (8 + 4)

Associative Property of Multiplication

Changing the grouping of 3 or more factors does not change the product.

(2 x 3) x 4 = 2 x (3 x 4)

PREVIEW

Multiplicative Identity Property of 1

The product of any number and one equals the number.

7 x 1 = 7

Distributive Property of MultiplicationMultiplying a sum by a number gives the same result as multiplying each addend by the number and then adding the products.

PREVIEW

PREVIEW