Mathematics Vocabulary and Literacy Strategies

Some Math programs have attempted to teach language-based math. Researchers are discovering the importance of flipping this around: of
integrating math terminology into language and literacy lessons.

1. What kind of literacy lesson/activity could you create which would incorporate the vocabulary appropriate to the grade level?

2. Which strategies or routines could you use for ELL students learning the vocabulary and sentence stems?

3. How would you assess a student's comprehension of the vocabulary?

4. What is another great resource for mathematics vocabulary.

#1

Name and Literacy Lessons and Activities

target year

Vania, Grade Bingo - Students are given bingo cards with different number solutions on them. The teacher reads out the question (it might
4/5 sound something like: The quotient of 3 and 2, two multiplied by 3, the sum of 5 and 1, etc). The game can also be adapted to
practice other vocabulary such as factors and place value - the teacher can call out “A prime number” or “A factor of 12”. This
allows students to practice listening to verbal instructions and increase their understanding of mathematical vocabulary and
operations.

Stephanie, Picture books - Read to students a picture book that shows a visual representation of problem solving or building number
Grade 4/5 sense. Books like “How much is a million” is great for giving a visual understanding for large numbers. Also there is a great list
of picture books that give more context to numeracy and show how common place math and critical thinking really are. See
this link to show just a few great options also showing concept best applied to and grade level - 16 Picture Books About Math
to Inspire Curious Kids - We Are Teachers

Sabina, K SHAPES – The students are given different colored shapes cut-outs and are asked to place the shapes in a way to create
some images using their creativity.

https://pocketofpreschool.com/2d-shape-activities/
Stacey Math Vocabulary Jeopardy.
Grade 3/4 The students are split into teams and each pick a category and a point value. The team works together to try and figure out
the correct answer. This count also be done individually in a small group. Students love games where they are gaining points
to see how many they can get by the end of the game.
https://jeopardylabs.com/play/3rd-grade-math-vocabulary-33

Monica S. Password - In this game, the teacher splits the class into 2 teams. Each team has a player stand at the front of class. The
Grade 6/7 teacher writes a word (that all students have learned previously) on the board. Each team takes turns giving one word hints
and can not use the word that is the “password.” The team member up front can take one guess per hint until the password is
said. Point for the winning team.
Another option would be a pictionary type game where a student or teacher would have to draw out a math word and students
would have to guess what math word it is. This would help with the long term memory/visual aids and conversation about the
words.

Jamie K. Quiz-Quiz-Trade (Kagan Cooperative Learning Structure): In this game, you create flash cards with the
Grade 2/3
vocab word or picture on one side and the definition on the other. Students each get a card, find a partner,
and quiz them. Once the answers have been discussed and revealed, they exchange cards with their
partner and find a new partner to quiz. This game allows for review of vocabulary words in a gamified way
and requires participation from 100% of students. I’ve had success using this structure with 2nd and 3rd
Graders. Here are examples from TPT: Example 1, Example 2

Ashlee G One of my class's favourite activities that I could use to help incorporate math vocabulary is the
Grade 4/5
game Kahoot! I could see this working at the start of the year and at the beginning of units to
incorporate key math vocabulary. The game could say the definition and the students could guess
the matching word. They could also make their own games to practice using the math vocabulary.
Here is a link to one that was pre-made for a grade 4 class that I found. It is really easy to make
your own in under 10 minutes.
https://create.kahoot.it/details/d0ebf396-aabe-4bf3-9e35-f24d14121fcc
Lisa M Build a “Math Word Wall” on one of the bulletin boards. After I explicitly teach the words we are using, add it to a piece of card
Grade 2 stock and pin it up on the word wall. It is best to cluster them together by topic rather than putting them alphabetical. By
putting them up with push pins rather than stapling them, it gives us the opportunity to move them around, or have students
come up and borrow one if they need it. Each word should have a visual or example with it, rather than an explanation in
words. I would do this whenever we needed to add a new word that we had learned.
 One fun activity to practice words on the word wall is “Mystery Word”. 1 person picks a word, and the other students ask
questions to try to guess the word. Basically a game of 20 questions about the math word wall. It helps students think about
different characteristics and ways to classify the words.

Steve M A picture book and easel lesson. Choose a picture book with a great math component. One of my favourites and the one I
Grade 2 will use for this lesson idea is My Rows and Piles of Coins, by Tololwa M. Mollel. This story is very detailed, grade
appropriate and has many math discussion opportunities. The boy in the book is saving his coins to buy something special
(something that will help his mom) and as he adds coins throughout the book they are shown in the illustrations to be in
stacks of 5. Lots of counting, skip counting, multiplicative thinking, and summation opportunities throughout the story. As the
coins are tallied throughout the book pause and make a chart on the easel with the class; have them first talk with a partner
where and why something could be added to the chart. Include lots of math vocabulary that would be used to describe the
process (tally, groupings, stacks, addition, sum, multiply, skip count, total). On your chart make sections for each math
vocabulary and add numbers and thoughts to the chart as you progress through the book. At the end of each section of the
book (where he is counting his coins) ask the students what can we add to each vocabulary section? Why? How does it
apply? The students will explain their thought process around math vocabulary in their own words.

Jason T Vocab crossword. Students are given a crossword puzzle containing the vocab of the unit and definitions.
Intermediate+ http://www.printablecrosswordmaker.com/crossword_maker/crossword_maker.jsp

Mavis Wen
All Grades Memory Math Matching - Create flashcards with words and numbers that match. Game is played by students putting all the
cards out on the table face down, then students will take turns flipping the cards. If the two cards match, the student gets to
keep the cards. Students with the most cards at the end of the game wins.

Topic examples:

● Fractions: Can use the fraction, written out word, or image. Eg. image of half a circle shaded + 1/2 + "Half"
● Shape: The shape and the name of the same. Eg. shape of a circle + "Circle"

Jacquie Cable Geometry Go Fish

Grade 3 Students use a set of geometry cards. Cards will have either the shape, the word for the shape, or the definition of the shape.
The goal is to make sets of shape/word/definition by asking their partner for what they need. Here is the card set (with many
other activities you can use them for) and the Go Fish game play:
https://www.tarheelstateteacher.com/blog/mastering-geometry-vocabulary-with-games-activities

Ian Parkinson Build your own board game

Grade 3-5 Students create a basic board game, think snakes and ladders, Candyland. Their board game must incorporate vocabulary in
some way. Some examples could be to have vocabulary related questions on squares that they could land on, or to have
cards pulled on their turn related to vocabulary.
 Adapted from: https://frugalfun4boys.com/learn-preschool-math-with-a-homemade-board-game/

Michael I would collaboratively create Frayer models in small groups and/or as a whole class activity to introduce and front load
Aldridge vocab, or I would dedicate time in each class period for students to identify new or interesting vocab and create Frayer
K-6 models with illustrated examples. I would also try sorting games in which students match vocab words (presented in text or as
audio clips) to visual representations. An extension would be to include multiple words that could connect with a single image
and challenge the kids to see how many they could link to a given image, or how many different images had shared words,
etc.

Vanessa Using charts, division, fractions, and comparing fractions, students could read short texts on a particularly math-heavy topic,
Jones such as environmentalism, and then think-pair-share and create charts and fractions to analyze the short text based on
Grade 5 templates. This would work for topics such as sustainable natural resource use in BC.

#2

Name and ELL Vocabulary strategies

target year

Vania 4/5 Vocabulary flashcards with examples using pictures, models and keyword mnemonics
Encourage them to take notes/translate new vocabulary by writing down the translations in their own language next to the
English words
If possible, seat them next to someone who speaks the same language for peer support

Sabina, K Shapes Picture Story book, flash cards, shapes -audio visual.
Pairing the children with their friends with similar language or whom they interact more so that they understand each other
better.

Stacey 3/4 Having a math word wall. Throughout a math unit put math vocabulary words on the wall with a definition or a short example
next to it. This way when a student comes to a word that they don’t remember they can look to the work wall to see what the
word means or how it is used.

Monika During computer time, play the many video games that review terminology.
Schultz Gr.4 (ex. Splash Learn: https://www.splashlearn.com/math-vocabulary/time/time)

Monica S. For ELL students or students with language difficulties, visual representation is very important. A structured repeated lesson
Gr. 6/7 could include word-picture association. An easy way to do this is draw out a picture/symbols/graphs/etc. And write associated
words on the picture and then have students do the same. Using word walls with pictures is also very helpful for continued
 use of language and long-term memory.

Jamie K Listen & Draw or Picture Dictionaries: To practice and use new vocabulary, partners could take turns reading instructions to
Grade 3 one another that require them to draw a picture of a math vocabulary word. The partner reading could have a picture answer
key for checking work as well. If reading is difficult, this could be done as a whole class activity where the teacher reads the
instructions and the students draw. Students could also be given a picture dictionary with either the word or the picture
present, but the student is responsible to draw the matching picture or definition. To get kids moving, the pictures/definitions
could be placed around the classroom and students walk around to find and record the information.

Ashlee G Word Wall and Math Dictionary: I think that one routine that would be great (which I have seen in a lot of primary classroom
Grade 4/5 for ELA), is a math word wall. As we learn new math words, we could think of a picture that represents the word. Pictures
could be purchased (like in the one provided in #4), but I actually think it would be fun to have the students make their own.
They could then review the new math words in their math notebooks to refer to during lessons. It would be like a math
dictionary, rather than a spelling dictionary.

Lisa M Have students fill in a graphic organizer in their own math dictionary. It would be set up as a T-chart with an English side, and
Grade 2 then the other side with their first language. As we learn new words, students fill in their own math dictionary with the word
and a visual or example. This gives them a visual of the English vocabulary, and also a reminder in their own language. For
the English they could use the exact information I put on the class card, or they could make their own if something else is
more meaningful for them.

Steve M For ELL students. If the book is available in multiple languages (audio version), create an opportunity for the ELL student to
Grade 2 listen to the story in their first language before reading the story to the class in english. It is important, if the story is available
in their first language, to give them the opportunity to listen to it in their language first because then they will have an
understanding of what is going on as you proceed with the lesson in english. If an audio version in their first language is not
available, search for a bilingual student or adult who can translate the story for them. Again allow this student to work with the
translator before you read the story in english. If neither of these options are available, prior to delivering the lesson in
english, make some time for the student to sit down one-on-one with an adult to walk them through the story or allow them to
explore the story on their own. This is why it is important to pick picture books with great illustrations. The pictures will tell the
story.

Jason T Student created glossary as a work in progress. Students (EA) adds words to the list in English, and the student adds a
Intermediate+ definition in their main language for future reference.

Jacquie Cable Portable word wall: Students have a folder with paper separated into sections glued inside. Student fills in the vocab words, a
Grade 3 visual/example, a definition, and a translation to their first language. They carry it with them during math group work time and
have it open on their desk to refer to during class discussion.

Ian Parkinson Visual Math Dictionary: Have a designated are in binder/work book where this goes. It will be a year long thing that is added
 to. Have 4 columns, Word, Teacher definition, Student definition, picture. The teacher definition establishes a more formal
definition of the word. The students will then write a definition of the word in their own words. This could be done after a few
lessons once they are more comfortable with what the word means and how it works in practice. Finally, students will create a
picture or graphic to show the definition of the word.

Michael I think I might try to work with the students to represent terms in their first language so that we could create a multilingual
Aldridge physical or digital word wall. Digital would be nice as you could bundle text, images and audio/video recordings of terms in
k-6 each language which can be used by the ELL students to transfer understanding from their first language to English. It also
allows them to share part of their culture with the non-ELL students, which aids in community building and cultural
understanding/appreciation.

Vanessa First and foremost, it is important to honour the skills, knowledge, and thinking students have in their other language(s) and
Jones increase their toolkits, not replace their previous tools with Canadian ones. Assuming the school is not English-only, finding or
creating a math-specific vocab dictionary with images to represent each concept would be important for newer English
speakers. Since concepts and teaching styles vary so much country to country, region to region, this must be done with care.
Images and words should be used to compliment each other rather than compete. For very new English speakers, this may
also include an audio component if a word was known by a student in spoken language but not yet in written language.
#3

Name and Assessment suggestion

target year

Vania 4/5 Matching

Formative - As a review activity, students are each given a math vocabulary word/term or definition, and they need to find the
person with the corresponding card that matches theirs.
Summative - Match the terms, fill-in-the-blank using a vocab word bank

Sabina, K Sorting, matching, identifying and coloring the corresponding shapes to the vocabulary words they hear teacher speak.

Stacey 3/4 I Have, Who Has

Each student is given a card. The person with card #1 starts the game. They read the definition that is on their card and the
person who has that definition on their card goes next.
https://www.teacherspayteachers.com/Product/I-Have-Who-Has-Math-Vocabulary-Game-4761645?st=d41080b81cb1394ef9e
ad876966c59b7

Monika Assessment for learning: Time Riddles: Each students works through the riddle with a partner to find the answer
Schultz Gr. 4 (ex. https://www.math-salamanders.com/image-files/free-clock-worksheets-time-riddles-4a.gif)

Monica S. Assessment of comprehension could be putting up a mathematical picture or problem and asking students to write down or
Gr. 6/7 say what mathematical words they know would fit with that picture or diagram and explaining what they know about the
picture or problem with math language.

Jamie K Listen & Draw or Read and Solve: This is very basic. If you say the word (ex. cube) and students can draw it or ask the
Grade 3 question (ex. How many vertices does a cube have) students will have to show their understanding of the vocabulary word.
This could be done anecdotally through games or as a class.

Ashlee G Informally assess students' comprehension when asking them to explain their thinking. Are they using the math vocabulary
Grade 4/5 we have discussed or are they having a difficult time putting into words their thought process? Allow verbal explanation rather
than just written. Consider, are students able to contribute in a meaningful way to the math dialogue in the classroom as we
explore class solutions together?

Lisa M Anecdotal assessment of student’s use of vocabulary during math discussions with peers. (I do a lot of partner talk).
Grade 2 Feedback from peers is always effective, and grade 2’s are very happy to help each other. I would also check if they are
using vocabulary appropriately in our small group math session each week. This is a great time to provide feedback and help
students learn to use the vocabulary they are having trouble with.

Steve M Anecdotal notes on each student's level of participation in contributing to the vocabulary chart that is connected to the story.
Grade 2 Anecdotal notes while observing the peer discussions (partner talk); are they using the correct math vocabulary when they
talk with one another? And finally, is the proper math vocabulary transferring to other whole group discussions and small
group work (with the teacher)? Make an effort to use the correct vocabulary yourself and give polite reminders and
corrections when students are using the terms incorrectly in our everyday work.

Jason T Student interview. Teacher brings some problems that will allow student to show their knowledge verbal or on whiteboard
Intermediate+ pictorially. Teacher re-questions to determine level of understanding.

Jacquie Cable Give a visual representation (an equation, ten frames, money, etc.) and ask the student to describe what they see in as many
Grade 3 ways as they can. Observe whether their descriptions include the target vocabulary, or whether they rely more on informal
equivalent language. If they don't use the target vocab, prompt with questions like "if you were to use the word (target vocab)
to describe what's happening, what would you say?"

Ian Parkinson Design your own problem. Have students create their own problem or problems using vocabulary in the instructions. They
Grade 4/5 must include a solution to the problem separately to check that their solution shows proper use of the vocabulary. This can
then be given to their peers to solve, or to the teacher to review.

Michael I would be listening for consistency of vocab usage during discussions and using some form of math journaling to see if
Aldridge students can write the math terms, represent them visually/pictorially, use them effectively in written sentences (or audio/video
Elementary journaling if they struggle disproportionately with writing), and link them to their symbolic work.

Vanessa For these grades, I use a lot of observation and listening. Are students engaged? Are they seeming frustrated or nervous? If
Jones they are in conversation, are they talking about the topic and doing whatever activity they’re meant to do? Are they
Grades 2-6 participating? What is their body language? In my own classroom, I would use a variety of assessments since the reality is
that no one assessment will for all students. Some will test well but have trouble retaining work; others will shine with
participatory activities; others need silent practice and repetition; other do well with games, whether digital or analog, and still
others do better with practical work with manipulatives or drawings.
#4

Name and Math vocabulary recommended resource (include link to website, document or book)
target year

Vania 4/5 Resource: spellingcity.com - This website has a variety of interactive math activities organized by grade level that
focus on building mathematical literacy through games.

Sabina, K
https://www.kindergarten-lessons.com/teach-math-vocabulary/

Stacey 3/4 Teachers Pay Teachers is a great place to find premade activities or ideas for activities. I find a lot of free activities that I can
use right away or free activities that I can tweak a little to better suit my grade/class.
https://www.teacherspayteachers.com/

Monika I have recently discovered Math Salamanders and am loving all the free resources. I don’t do worksheets often, but when I
Schultz Gr.4 do, I enjoy the ones from here
https://www.math-salamanders.com/

Monica S. Some basic strategies that can be added into any classroom -
Gr. 6/7 https://www.teachhub.com/teaching-strategies/2020/07/strategies-to-teach-math-vocabulary/
Downloadable math vocabulary word cards with pictures -
https://www.doe.virginia.gov/instruction/mathematics/resources/vocab_cards/
One for upper intermediate -
https://teachingwithamountainview.com/teaching-precise-math-vocabulary/

Jamie K Illustrated Mathematics Dictionary: Great reference if your students have access to iPads or computers in the classroom. You
Grade 3 could send them on a search to discover a selected group or words.
Kagan Cooperative Learning: There are a lot of structures that can support vocabulary development in any subject area. You
can buy the book or just google structures for vocab building. Here is a quick link to some structures on Pinterest.
https://www.pinterest.ca/lesleyelam/kagan-strategies-math/

Ashlee G Math Word Walls: How to and Printable https://jillianstarrteaching.com/math-word-walls/

Grade 4/5 Kahoot.com: Create multiple choice questions to help students practice math words.

Lisa M https://www.scholastic.com/teachers/articles/teaching-content/10-ways-help-ells-succeed-math/
Grade 2 I liked this one because it has 5 experts (according to Scholastic!) sharing their best practices for building math vocabulary
 with ELL students. I feel like this is a great place to start and get ideas to look at further. Just because it says it is for ELL
students doesn’t mean many of the strategies won’t be effective for all students.

Steve M This resource is short and to the point. I wanted to find something I could show my grade 2 students (and my students who
Grade 2 are ready to move on to concepts beyond the grade 2 curriculum), but I wanted to keep it short and basic. This YouTube
video does exactly that. It is only 1 minute and 5 seconds long, and covers a variety of basic math vocabulary. I wanted to
have a YouTube video I could use for this because it adds a visual component.
https://www.youtube.com/watch?v=-S-KHjBhSJE&ab_channel=AndreaSC

Jason T Mathlinks 7 textbook vocabulary section. ALL the vocab of the entire course, listed alphabetically, with consistent, grade level
Grade 7 word usage and diagrams! Great for all students and really great for ELL when a diagram is provided.

Jacquie Cable 12 Great Ways to Review Math Vocabulary:

Grade 3 https://www.mrseteachesmath.com/2019/02/review-math-vocabulary.html

Ian Parkinson Digital math dictionary. Provides written definitions, pictures and at times videos to explain each definition.
Grade 4/5 https://www.mathsisfun.com/definitions/

Michael I was pleasantly surprised the first time I stumbled upon this illustrated elementary math-specific dictionary: Usborne
Aldridge Illustrated Elementary Math Dictionary: Rogers, Kirsteen, Large, Tori, Tomlins, Karen, Ebbutt, Sheila, Bennett, Rhonda,
K-12 Armstrong, Carrie A., Russell, Ruth: 9780794521431: Books - Amazon.ca
I have also been surprised at how much kids will gravitate to it as opposed to the built in glossaries in their textbooks or
websites offering similar content at their fingertips. I think something about the tactile experience of opening the book coupled
with the bite-sized definitions and colourful illustrations really grabs their attention.

Vanessa This website was recommended by my district. While it isn’t a resource to show students, it does give ways to teach the
Jones language and concepts of math to students, with illustrations on how to visually show the concepts as well.
K-9 https://sd83.bc.ca/numeracy/