1. Math Operational Terms Prepared by Dr. Elva Cerda Pérez University of Texas/TSC Brownsville

2. Mathematical Operational Terms

3. Patterns A pattern is a model to be copied or a design from which to work. A pattern is a model to be copied or a design from which to work. Example: (Pattern) Example: (Pattern) Source: New Concise Webster’s Dictionary, 1990 Edition

4. Estimation Estimation presents students with another dimension of mathematics; terms such as about, near, closer to, between, and a little less than illustrate that mathematics involves more than exactness. Estimation presents students with another dimension of mathematics; terms such as about, near, closer to, between, and a little less than illustrate that mathematics involves more than exactness. Example: Without counting, estimate which has less than 5 and which has more than 5. Example: Without counting, estimate which has less than 5 and which has more than 5. 5 Source: 1989 NCTM Standards: Grades K-4 Standards 5: Estimation http://standards.nctm.org/previous/currevstds/k4s5.htm

5. Drawing Pictures Drawing pictures are natural ways that students communicate their mathematical investigations from early childhood through 2 nd grade. Drawing pictures are natural ways that students communicate their mathematical investigations from early childhood through 2 nd grade. Example: A child’s notation for 10½. Example: A child’s notation for 10½. Source: 1989 NCTM Standards: Grades K-2 Communication http://standards.nctm.org/document/chapter4/comm.htm

6. Concrete Representations: Models Representations are more powerful tools for thinking; they make mathematical ideas more concrete and available for reflection. They support and extend reasoning by helping students focus on essential features of the mathematical situation. Representations are more powerful tools for thinking; they make mathematical ideas more concrete and available for reflection. They support and extend reasoning by helping students focus on essential features of the mathematical situation. Example: 1 + 1 = 2 Example: 1 + 1 = 2 Source: Principles and Standards http://www/nctm.org/tcm/2001/01/p288.htm (Using cubes) + = + =

7. Graph A graph is the set of all points that correspond to the ordered pairs that satisfy that equation A graph is the set of all points that correspond to the ordered pairs that satisfy that equation Example: Example: Source: Math Dictionary http://kidsmath.about.com/.../bldictionary.htm?terms=math+dictionary

8. Numbers Numbers are the total count of aggregated units or the symbol that stands for this amount. Numbers are the total count of aggregated units or the symbol that stands for this amount. Example: Example: Source: New Concise Webster’s Dictionary, 1990 Edition (3)

9. Numeration Numeration is the act, art, or method of expressing or reading off numbers set down in numerals, especially those written decimally. Numeration is the act, art, or method of expressing or reading off numbers set down in numerals, especially those written decimally. Example: Counting with an abacus. Example: Counting with an abacus. Source: Ato Z Dictionary Wysiwyg:/44/http://www.infoplease.com/ipd/A0562528.html

10. Critical Thinking in Math Critical thinking is the central to inquiry and application and should be interwoven throughout the mathematics curriculum to provide a context for learning and applying mathematical ideas. Critical thinking is the central to inquiry and application and should be interwoven throughout the mathematics curriculum to provide a context for learning and applying mathematical ideas. Example: Try to make a hexagon with different shapes of manipulatives. Example: Try to make a hexagon with different shapes of manipulatives. Source: Grades 6-8: Problem Solving http://standards.nctm.org/document/chapter6/prob.htm

11. Guessing and Checking To form a judgment or estimate of (something) without actual knowledge or enough facts for certainty; to investigate in order to determine the condition, validity, etc. To form a judgment or estimate of (something) without actual knowledge or enough facts for certainty; to investigate in order to determine the condition, validity, etc. Example: Guess how many bricks are there? Then, count them to check if you were right. Example: Guess how many bricks are there? Then, count them to check if you were right. Source: Webster’s New World. College Dictionary. Fourth Edition. New York (1999)

12. Manipulatives Manipulatives are important tools in helping student think and reason in more meaningful ways. By giving students concrete ways to compare and operate on quantities this contributes to the development of well- grounded understandings of mathematical ideas. Manipulatives are important tools in helping student think and reason in more meaningful ways. By giving students concrete ways to compare and operate on quantities this contributes to the development of well- grounded understandings of mathematical ideas. Example: The student will add 3 + 2 using bingo chips. Example: The student will add 3 + 2 using bingo chips. Source: Manipulatives: One Piece of the Puzzle http://www.cetm.org/mtms/2001/02/p356.htm +

13. National Council of Teachers of Mathematics Curriculum and Evaluation Standards The National Council of Teachers of Mathematics Curriculum and Evaluation Standards provides guidelines for excellence in mathematics education and issue a call for all students to engage in more challenging mathematics. It is intended to be a resource and guide for all who make decisions that affect the mathematics education of students in prekindergarten through grade 12. The National Council of Teachers of Mathematics Curriculum and Evaluation Standards provides guidelines for excellence in mathematics education and issue a call for all students to engage in more challenging mathematics. It is intended to be a resource and guide for all who make decisions that affect the mathematics education of students in prekindergarten through grade 12. Example: Example: As teachers, we have to make sure to implement these standards in the curriculum. We have to be sure that our students are meeting the requirements that are needed to achieve the skills in math. As teachers, we have to make sure to implement these standards in the curriculum. We have to be sure that our students are meeting the requirements that are needed to achieve the skills in math. Source: Principles and Standards-Preface http://standards.nctm.org/document/prepost/preface.htm

14. Mathematical Tables A systematic list of details, facts, numbers, etc. systematically arranged in columns or rows. A systematic list of details, facts, numbers, etc. systematically arranged in columns or rows. Example: Multiplication table Example: Multiplication table Source: Billstein, R.et al. (1990). A Problem Solving Approach to Mathematics for Elementary School Teachers. Ed. The Benjamin/Cummings Publishing Co., Inc. 4 th ed. x012345 0000000 1012345 20246810 303691215 4048121620 50510152025

15. Drawings in Math A picture of the study of the relationships among numbers, shapes, and quantities made with a pencil, pen, or crayon. A picture of the study of the relationships among numbers, shapes, and quantities made with a pencil, pen, or crayon. Example: A drawings of a geometric shapes. Example: A drawings of a geometric shapes. Source: Webster’s New World. College Dictionary. Fourth Edition. New York (1999)