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FOURTH GRADEMATH VOCABULARY RESOURCES
DEVELOPING MATH VOCABULARY KNOWLEDGE ................................
PRINTING INSTRUCTIONS & SUGGESTIONS ..........................................
FOURTH GRADE MATH VOCABULARY BOOK ........................................
VOCABULARY CARDS ..............................................................................
BLANK VOCABULARY CARDS .................................................................
PROPERTY OF OPERATIONS CARDS
CLASSROOM DISPLAY SIZE ....................................................................
STUDENT COPY SIZE ...............................................................................
USER LICENSE ............................................................................................
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TABLE OF
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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."
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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 4th grade clues: "I am thinking of a word that..."
• means the opposite of ... /means the same as ... • describes a shape with ______ vertices. • is a coin with a value of ______ cents.
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
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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
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The following 4th grade math vocabulary terms are included as printable cards for your classroom math word wall:
add/additionaddendarraycolumncompatible numberscomposite number decreasing difference
divide/division dividend divisible divisor estimate equation expressionfactor
factor pair increasing inverse operation minuend multiple multiply/multiplication operationorder of operations
patternprime numberproductquotientrelated facts remainderrowrule
sequencestrategy subtract/subtraction subtrahendsumtermunknown number
digitexpanded form greater than
hundreds place less thanmillions place
ones placeplace value round
standard formtens place thousands place
word form
compare decimal numberdecimal point denominator equal partsequivalent fraction
fractionfraction model hundredthlike denominator like numerator mixed number
numeratorone eighth one fourth one half one sixthone third
tenthunit fraction whole
OPERATIONS & ALGEBRAIC THINKING
NUMBERS & OPERATIONS IN BASE TEN
NUMBERS & OPERATIONS: FRACTIONS
areabar graphcentimeter (cm) conversion table customary unit elapsed time formula frequency table foot (ft)gallon (gal)
gram (g)half inch heighthourinch (in)keykilogram (kg) kilometer (km) lengthline plot
liter (l)liquid volume mass maximum meter (m) metric unit mile (mi) milliliter (ml)minimum minute
ounce (oz) perimeter picture graphpint (pt) pound (lb) protractor quart (qt) quarter inchscalesecond
square centimeter square foot square inch square meter tally chartwidthyard (yd)
MEASUREMENT & DATA
angleattributesacute angleacute triangle clockwiseclosed figurecongruent counter clockwise decagon
endpoint equilateral triangle hexagon horizontal intersecting irregular polygon isosceles triangle kiteline of symmetry
line segment obtuse angle obtuse triangle octagonopen figure parallel parallelogram pentagon perpendicular
pointquadrilateral rayregular polygon rhombusright angle right triangle scalene triangle side
similartrapezoid Venn diagram vertical vertex/vertices 2-dimensional
GEOMETRY
Associative Property of Addition
Associative Property of Multiplication
Additive Identity Property of Zero
Commutative Property of Addition
Multiplicative Identity Property of 1
Commutative Property of Multiplication
Distributive Property of Multiplication
Zero Property of Multiplication
PROPERTIES OF OPERATIONS
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PRINTING INSTRUCTIONS & SUGGESTIONS
Depending on your printer type, you may also need to set your printer to “flip on the short edge” to ensure that the front and back of each page is positioned correctly. Print and fold the stack of pages. Open the book and staple along the center fold with a long arm stapler, if desired.
For added durability, consider printing the cover page on cardstock.
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For long term use, print the cards on white cardstock and/or laminate them.
Blank cards are included for additional words you may need to add to the set. You can also print extra copies of the blank cards and have students take responsibility for writing a definition to be displayed alongside each word on the word wall.
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Before printing the 4th Grade Math Vocabulary Booklet, set your printer so that it prints on both sides of the paper.
Be sure to return your printer settings to “print on one side” before printing the 4th Grade Math Vocabulary Cards for your math word wall.
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Name:
Class:
FOURTH GRADEMATH VOCABULARY
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Math Talk Stems
To solve the problem I…
My first step was…
To represent my thinking I…
To check my work I…
I think ____ is correct because…
I agree/disagree because…
I concur with ____ because…
I can justify my thinking by…
I would like to add on…
I think what ____ means is…
Another possible strategy is…
So, what you are saying is…
In other words, you…
I think this problem is similar to…
I think these models are similar because…
Can you explain how you/why you…?
What do you mean by…?
I revised my thinking because…
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Multiplication Grid
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
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Math Writing Prompts
My math goal is...
To reach this goal I will...
Today/This week in Math I...
The most difficult part of this work was...
Something new I learned in Math today was...
Something I did well in this unit was...
Something I still need to work on is...
I chose this piece of work to publish because...
I can improve this work by...
I know that...
I need to find out...
To solve this problem I...
I think this problem is similar to...
I think the answer is _______ because...
Another possible solution is...
Another possible strategy would be...
My preferred strategy is _______ because...
I think the most efficient strategy is _______ because...
To model the problem I...
I know my answer is reasonable because...
To check my work I...
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Numbers .............................................................................................
Operations ..........................................................................................
Place Value .........................................................................................
Decimals .............................................................................................
Fractions .............................................................................................
Algebra ...............................................................................................
Patterns ...............................................................................................
Angles .................................................................................................
Line Segments ....................................................................................
2-Dimensional Figures ...................................................................
Data ...................................................................................................
Linear Measurement ..........................................................................
Liquid Volume ....................................................................................
Mass ..................................................................................................
Time ..................................................................................................
Money ...............................................................................................
Perimeter & Area ...............................................................................
Math Tools .........................................................................................
Properties of Operations ...................................................................
Math Writing Prompts .......................................................................
Math Talk Stems ................................................................................
Table of Contents
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Properties of Operations
Commutative Property of AdditionChanging the order of the addends does not change the sum. Example: 3 + 5 = 5 + 3
Commutative Property of MultiplicationChanging the order of the factors does not change the product. Example: 3 x 2 = 2 x 3
Associative Property of Addition Changing the grouping of 3 or more addends does not change the sum.
Example: ( 2 + 8 ) + 4 = 2 + ( 8 + 4 )
Associative Property of MultiplicationChanging the grouping of 3 or more factors does not change the product.
Example: ( 2 x 3 ) x 4 = 2 x ( 3 x 4 )
Additive Identity Property of 0The sum of any number and zero equals the number.
Example: 7 + 0 = 7, 0 + 7 = 7
Zero Property of MultiplicationThe product of any number and zero equals zero.
Example: 8 x 0 = 0, 0 x 8 = 0
Multiplicative Identity Property of 1 The product of any number and one equals the number.
Example: 7 x 1 = 7, 1 x 7 = 7
Distributive Property of MultiplicationMultiplying a sum by a given number is the same as multiplying each addend
by the number and then adding the products.
Example: 6 x 8 = 6 x ( 5 + 3 )
= ( 6 x 5 ) + ( 6 x 3 )
= 30 + 18
= 48
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Angles
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acute angle clockwise degree
obtuse angle counter clockwise
right angle full turn vertex
straight angle half turn rotation
unknown angle quarter turn protractor
45º
ray
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Linear Measurement
centimeter cm
foot ft
height h
inch in
kilometer km
length l
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
millimeter mm
perimeter p
width w
yard yd
PREVIEW
2-Dimensional Figures
acute triangle congruent decagon
equilateral triangle hexagon irregular polygon
isosceles triangle kite line of symmetry
obtuse triangle octagon parallelogram
pentagon quadrilateral rectangle
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regular polygon rhombus / rhombi right triangle
similar square
symmetrical trapezoid vertex / vertices
scalene triangle
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divisible
multiple
operationaddition
multiplication
subtraction
division
12 is divisible by 3
20 is divisible by 5
Multiples of 4: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40Multiples of 6: 6, 12, 18, 24, 30, 36, 42, 48, 54, 60
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compositenumber
remainder
Factors of 6: 1, 2, 3, 66 has more than 2 factors so it is a...
28 ÷ 5 = 5 R3
1 x 6
3 x 2
3 x 2
6 x 1
prime number
PREVIEW
digit
round
51digit digit
145140 150148
Round 148 to the nearest ten. 148 falls between 140 and 150 on the number line. It is closer to 150
so would be rounded to 150.
thousands place2584 4324
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numerator
denominator
13
unit fraction16
16
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The count of the number of equal parts
The number of equal parts
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equivalentfractions
compare
equal parts
34
is equivalent to 68
14 < 3
4
10
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elapsed time
hour
minute
24 hours = 1 day
60 minutes = 1 hour
Start time
How long was the movie? End time
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6
39
11110 2
7 548
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6
39
11110 2
7 548
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minimum
maximum
least
most
line plot0 1 2 3 4 5 6
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isoscelestriangle
scalenetriangle
equilateraltriangle
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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)
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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.
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