# Math Terms to Know for

Below are a group of terms and phrases for first cycle of the first nine weeks. These four
mathematical concepts (real world problems, arrays, number sense, and place value) are
integrated throughout each unit we teach and are year-long skills.

Real World Problems Arrays
Make sense of problems and persevere in solving them. A structured way to represent the concept of
multiplication.
Why? Why?
{Develops ability to reason and see more than one {Develops mental-math abilities of multiplication as
solution.} equal groups.}

If Candace wants to share 24 candy bars equally
among 4 friends, how many candy bars will each
person get?

Number Sense Place Value
An understanding of number relationships that Numerical value of a digit based on its position.
allows students to work mathematical problems Why?
without a traditional algorithm. {Place value allows students to understand that
8,325 is not a “8” “3”, “2” and a “5”; rather, it is a
Why? group of 8 thousands, 3 hundreds, 2 tens, and 5
{A solid understanding of numbers allows students to ones.}
conceptualize numbers – What is 10 less/more?
Which number is greater/less than? What happens if
I double a number? What does a ten look like?}

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• Investigate and play with numbers especially using mental math.
• Play mathematical games at home that involve problem solving.
• Use games to support mathematical thinking.
• Demonstrate that you value persistence.

*Skip counting is a fun foundation for multiplication. If you have several kids, have them take
turns counting by 2’s, 3’s, 5’s, or 10’s. As they get better, see how high they can count by
numbers like 7 or 12 or higher numbers.

*Lots of things in the kitchen come in groups: eggs, soda can, juice boxes, pet food, etc. Talk
about different ways to regroup the amounts. For example, a dozen eggs can also be
grouped in 3’s or 4’s, or it can be 2 groups of 6. If you have 2 or 3 dozen eggs, and ask how
many there are in all. This can be fun no matter what you’re doing: you can take turns asking
how many tires are there on 5 cars; or how many fingers are there on 4 hands.

*As your student advances, find things around the house that come in arrays (rows and
columns), like kitchen tiles, spice rack, or a candy box. Ask your child to identify smaller
arrays within it. For example, an egg carton that holds a dozen eggs would be a 2 x 6 array.
Cutting it in half vertically would make two 2 x 3 arrays. Or, cutting it in half horizontally
(into two rows) would make two 1 x 6 arrays.

At this age kids are developing more complex ways of reasoning – they like strategic thinking
games like checkers, chess, Monopoly and Clue.

Math Online Resource
http://figurethis.nctm.org/

** Notice when you use mathematics in your