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EclipseCrossword.com

Across 5. 6. 9. 10. 13. 14. 15. 18. 19. 21. 23. 24. 26. 27. An amount that is subtracted from the regular price of an item. The answer to a division problem. Polygon with two sets of parallel sides, four congruent sides, and four right angles. The answer to a subtraction problem. The amount left over when a number cannot be divided equally. The distance around the outside of a polygon. The number of square units needed to cover a surface. The process of finding the total number of items in equal-sized groups. A number that is multiplied by another number to find a product. The amount earned for loaning money. The process of sharing a number of items to find how many groups can be made or how many items will be in each group. A customary unit for measuring length or distance. The amount of space a solid figure takes up. Lines that are always the same distance apart and never intersect.

Down 1. 2. 3. 4. 7. 8. 9. 11. 12. 16. 17. 20. 22. 25. A triangle that has all sides equal. A straight path extending in both directions with no endpoints. A triangle with two equal sides. The set of points in a plane that are equidistant from a given point known as the center. The process of finding the difference when two groups are compared. An angle that has a measure less than a right angle. The answer to an addition problem. The distance around a circle. The answer to a multiplication problem. The amount of money borrowed or saved. 60 minutes. The process of finding the total number of items when two or more groups of items are joined. An angle that forms a square corner. A line segment that passes through the center of a circle and has its endpoints on the circle.

Copyright 2011 Derrick Brown (derrick.s.brown@att.net) and KnowledgeBase, Inc. All Rights Reserved. See our product catalog at http://bit.ly/tpt_db

3. DIVISION—The process of sharing a number of items to find how many groups can be made or how many items will be in each group. 7. 15. SUBTRACTION—The process of finding the difference when two groups are compared. PRODUCT—The answer to a multiplication problem. 20. 10. FACTOR—A number that is multiplied by another number to find a product. 4. SQUARE—Polygon with two sets of parallel sides. Copyright 2011 Derrick Brown (derrick. 14. 9. LINE—A straight path extending in both directions with no endpoints. 17. 24. 23. AREA—The number of square units needed to cover a surface. 11. Inc. HOUR—60 minutes. 25. ADDITION—The process of finding the total number of items when two or more groups of items are joined. ISOSCELES—A triangle with two equal sides.com Across 5.ly/tpt_db . MULTIPLICATION—The process of finding the total number of items in equal-sized groups. RIGHT—An angle that forms a square corner. PARALLEL—Lines that are always the same distance apart and never intersect. 27.net) and KnowledgeBase. 22. 9. 18. ACUTE—An angle that has a measure less than a right angle.brown@att. All Rights Reserved. DIAMETER—A line segment that passes through the center of a circle and has its endpoints on the circle. SUM—The answer to an addition problem. CIRCLE—The set of points in a plane that are equidistant from a given point known as the center.s. INTEREST—The amount earned for loaning money. CIRCUMFERENCE—The distance around a circle. 12. QUOTIENT—The answer to a division problem. See our product catalog at http://bit. YARD—A customary unit for measuring length or distance. PERIMETER—The distance around the outside of a polygon. 16. 21. VOLUME—The amount of space a solid figure takes up. and four right angles. 8. 26. EQUILATERAL—A triangle that has all sides equal. DISCOUNT—An amount that is subtracted from the regular price of an item. PRINCIPAL—The amount of money borrowed or saved. 2. DIFFERENCE—The answer to a subtraction problem. 19. 13. 6. Down 1. four congruent sides. REMAINDER—The amount left over when a number cannot be divided equally.Math Vocabulary Diagnostic (KEY) 1 2 4 6 3 5 E Q I L A T E R A L L I D I I O S C I R C L S C O U N T Q U O T E N T E 7 S U 8 C A C U T 12 13 9 S Q U A R E U I L N D E R S 16 10 D I F F E R E N C E I I M E T E R C U 17 11 B T R 15 P R E M A P I N C I P 24 14 P E R O D U I C A T T R O N A R E A C T I I P L H U 18 M U L F E R E 21 O 19 O I N T E R E S T I G H T 22 F A C T O R D 23 20 D I T I I V 26 I S I O N C Y A R D L I A M E T 25 V O L U M E O N 27 P A R A L L E L R EclipseCrossword.

Use this creative diagnostic as a formal or informal assessment! It can visually demonstrate your students' level of math proficiency by measuring their command of its language!
Background
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Use this creative diagnostic as a formal or informal assessment! It can visually demonstrate your students' level of math proficiency by measuring their command of its language!

Background

-----------------

I was named Math Department Head at my charter high school during Summer 2009. This new role made me directly responsible for catalyzing improvement in student achievement, and provided me with the opportunity to begin to formally research, evaluate, and implement language-based approaches to teaching mathematics.

To qualify and quantify the current level of language proficiency, I designed this 25-word diagnostic language test of math terms commonly used from kindergarten to eighth grade. The test was first given in July 2009 to 25 incoming 9th-grade students during our week-long Summer Orientation Camp.

Early statistical results of the test indicated a remarkably low level of math language proficiency.

Less than 10% of the students tested were able to define terms like "square", "volume", "sum", and "circumference".

None of the students were able to define terms like "addition", "subtraction", "multiplication, "division", "area", "line", "circle", "diameter", "principal", and "interest".

One frustrated student put it best as she scribbled the following message at the top of her test: "Some words I could not define because I cannot explain, but I know how to do them".

Background

-----------------

I was named Math Department Head at my charter high school during Summer 2009. This new role made me directly responsible for catalyzing improvement in student achievement, and provided me with the opportunity to begin to formally research, evaluate, and implement language-based approaches to teaching mathematics.

To qualify and quantify the current level of language proficiency, I designed this 25-word diagnostic language test of math terms commonly used from kindergarten to eighth grade. The test was first given in July 2009 to 25 incoming 9th-grade students during our week-long Summer Orientation Camp.

Early statistical results of the test indicated a remarkably low level of math language proficiency.

Less than 10% of the students tested were able to define terms like "square", "volume", "sum", and "circumference".

None of the students were able to define terms like "addition", "subtraction", "multiplication, "division", "area", "line", "circle", "diameter", "principal", and "interest".

One frustrated student put it best as she scribbled the following message at the top of her test: "Some words I could not define because I cannot explain, but I know how to do them".

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